A formação continuada como instrumento mediador de desenvolvimento docente

Abstract

Current research investigates the formation proposal of the Educational Development Program (PDE - PARANA) to understand whether it is good teaching in Vygotskys terms and whether it promotes the internalizing process of new instruments and of scheme of the use of these instruments by the teachers in formation. The theoretical proposal by the Education Secretariat of the state of Paraná, Brazil, has been investigated, coupled to its practical execution by a higher education institution in a joint venture with the program. The theoretical framework is based on Vygotskys precepts. Results revealed tensions between the theoretical proposal and its execution. In other words, PDE is not good teaching in full Vygotskian terms.