Resumen

SAYEG, Edson. Formação continuada de professores: direções sugeridas pelas respostas de professores do ensino fundamental após o estudo de conceitos e princípios da teoria de desenvolvimento de Henri Wallon. Psicol. Am. Lat. [online]. 2005, n.4, pp. 0-0. ISSN 1870-350X.

This study consists of an exploratory research that was carried out with Elementary School teachers (5th to 8th grades), as well as with the school’s pedagogical coordinator. The data was collected at a school in the State of Sao Paulo, during the second semester of 2003. The objective was to obtain guidelines for the planning of learning activities in continuing education. The researcher presented concepts and principles of the Henri Wallon’s theory of development to the teachers and coordinator, during their collective pedagogical work time, known in that context as HTPC. The purpose was to promote a better understanding about the students’ lack of interest for the school activities, which had been pointed out by the teachers as a current problem. Two theoretical texts were read. The first, written by the researcher, showed the theory in general aspects. The second one presented the characteristics of the adolescence and teenage stages, in which the referred students are. At the end of each meeting (17), the teachers answered to some questions asked by the researcher. The result was some written material that was very useful to regulate the study process and register eventual needs for deepening or clarification of the theory. After the study of the texts, the teachers and the coordinator were individually interviewed. The analyses of the answers, to the light of the Wallonian theory, made it possible to suggest guidelines to the teachers’ continuing education, in relation to the students development in the motor, affective and cognitive dimensions, as well as their implications in the pedagogical planning and school organization.

Palabras clave : Formação continuada de professores; Teoria de desenvolvimento de Henri Wallon.