Patrícia Cristina Albieri de Almeida

Alunos do ensino médio e atratividade da carreira docente no Brasil.

O artigo traz os resultados de pesquisa cujo objetivo foi investigar a atratividade da carreira docente no Brasil pela otica de alunos concluintes do ensino medio, uma vez que se tem divulgado a perda de interesse pela opcao profissional pelo magsiterio por parte dos adolescentes. O estudo foi realizado em escolas publicas e particulares de cidades de grande ou medio porte das diferentes regioes do pais. Os dados utilizados para as analises tem origem em duas fontes: questionario e grupos de discussao. Nos resultados, a rejeicao a carreira docente e recorrente entre os jovens pesquisados. As justificativas dos estudantes para a falta de atratividade da carreira se relacionam a ausencia de identificacao pessoal com a docencia, as condicoes sociais e financeiras de exercicio da profissao, a propria experiencia escolar dos alunos e a influencia familiar.

Formação continuada de professores em alguns estados e municípios do Brasil

O objetivo deste estudo e verificar como se da a formacao continuada de professores em diferentes estados e municipios brasileiros. A coleta de dados incluiu entrevistas com pessoas envolvidas na formacao continuada, em dezenove secretarias municipais e estaduais de educacao de diferentes regioes do pais. Os resultados mostraram a presenca de acoes orientadas basicamente para as series iniciais do ensino fundamental, privilegiando as areas de Lingua Portuguesa e Matematica. Duas perspectivas foram encontradas: a individualizada, que busca valorizar o proprio professor, sanando suas dificuldades de formacao, e a colaborativa, que se centra em atividades realizadas predominantemente nas escolas, com enfase no trabalho partilhado. Grande parte dessas secretarias considera que modalidades de formacao mais duradouras e sistematicas sao mais produtivas, porque levam os docentes a modificar sua pratica pedagogica. Ha marcada dificuldade em avaliar e acompanhar a aprendizagem dos docentes ao termino de sua participacao nas acoes de formacao continuada. No momento atual, o estudo aponta a importância de as secretarias implementarem, simultaneamente, modalidades voltadas para o professor e para a escola, alem de elaborar politicas educacionais internamente mais bem articuladas e mais harmonicas com as demais politicas voltadas para o magisterio. Essas parecem ser as melhores alternativas para atualizar os conhecimentos e habilidades necessarios para os docentes se aprimorarem em sua profissao.

Referentes y criterios para la acción docente

The study presented in this article aimed to construct categorical parameters which could guide and ground initial or continuing teacher education. It also supports the monitoring and assessment of teaching from a training perspective. The study was supported by contributions of coordinators, teacher educators as well as experienced teachers working at various levels and areas. The guiding idea of the research was to deal with the proposed issues from the reality of work in schools to the construction of references about teaching, observed in its various aspects, in order to conceptualize the basic elements which distinguish it as a qualified professional activity. Teacher educaTion • Teacher sTandards • Professionalization of teaChing R e f e R e n c e s a n d c R it e R ia f o R t h e t e a c h in g a c t io n 2 8 8 C a d e r n o s d e P e s q u is a v .4 6 n .1 6 0 p .2 8 7 -3 13 a b r. /j u n . 2 0 16 he prospect of An increAsing professionAlizAtion of teAchers includes the recognition that certain types of knowledge are fundamental for teaching in formal education institutions. Accordingly, different knowledge of theoretical and practical order could, or should, be mobilized in different situations involving the teaching action, which demands from teachers not only reflection and adaption to their work context, but also autonomy. In general, this seems to be one of the characteristics strongly present in several countries which proposed – within their respective educational policies – what is commonly called teaching standards focused on the guidance, delimitation and evaluation of the education and performance of teachers (NOVAES, 2013). In addition to certain uses of the so-called teaching standards – some particularly controversial in countries such as Chile, the United States, the United Kingdom, among others –, the processes involved in their stipulation and discussion seem to encompass a wide formative potential. Even more so when one aims for initial and in-service specialized education able to inform the professional and public character of the teaching action. This article is a development of the work done by researchers of Fundação Carlos Chagas who, since 2012, have examined the relation between teacher evaluation and professional development and the appreciation of the work of teachers. In the face of the tensions and alternative perspectives associated with this theme, these studies have T the study presented in this article summarizes the results of research published in Textos FCC: Relatórios técnicos, n. 44, 2015. V a n d ré G o m e s d a S lva , P a ríc ia C rstin a A lb ie ri d e A lm e id a e B e rn a rd e te A n g e lin a G a ti C a d e r n o s d e P e s q u is a .4 6 n 16 0 p .2 8 7 -3 13 a b r/ju n . 2 0 16 2 8 9 sought to understand in greater detail where and how the so-called teaching standards are constructed, their purposes and some possible effects of these policies. Therefore, this study’s main objective was to research and construct category parameters – which here we call referentes de ação docente [references of the teaching action]1 – capable of guiding and grounding initial or continuing teacher education, as well as supporting and qualifying the monitoring of teaching – from an eminently formative perspective –, aimed at consolidating teaching professionalization. The starting point was the universe of the teaching work done in school education. Support for that came from the contribution of experienced teachers working at various levels and educational areas, educational coordinators, teacher educators, and educational specialists by means of operational discussion groups, as well as from the relevant theoretical framework which supports the assumptions used herein. Importantly, the objectives and the assumptions of this research differ from the general sense which usually guides many of the policies abroad, strongly aimed at institutionalizing models of external teacher evaluation amid different designs and methodologies for measuring, among other intentions and goals. Indeed, although one can find many points in common in the definition of what can be encompassed in teacher education and the teaching action in general, the teacher assessments promoted by various countries differ considerably in terms of objectives, purposes, evaluation procedures, and types of effects or consequences on their education professionals and the school units where they work (TORRECILLA, 2006). Thus, the object or purpose of this research was not to address the theme of teacher evaluation – among its various theoretical frameworks and methodologies of measurement of teacher performance –, but, rather, to highlight the formative aspect comprised in what is characteristic of the teaching action in the school environment and of the different types of knowledge that inform, guide and occasionally determine the quality of this action. The national context of the offer of undergraduate courses in higher education institutions – marked, according to Gatti and Barretto (2009, p. 252), by the absence of a “clear professional profile of the teacher” – indicates the relevance of investigating and delimiting more objectively what knowledge on the teaching action could fill this gap or at least stimulate debate on the teaching action in a more assertive and delimited way, in an effort “to build a body of basic knowledge which allows taking discussions on this topic to a level beyond that of opinions” (GATTI, 2013, p. 1). The text is organized into three parts, and the introduction. First, we discuss some theoretical assumptions that underpin the 1 the choice of the term referentes de ação docente [references of the teaching action] is aimed at distancing our proposal from certain interpretations that could be associated with the Portuguese term padrões [standards], as a model or example to be followed. not infrequently, standards are guided and stipulated amid external evaluation processes, which is quite different from addressing what would characterize the teaching action within research and taking into account the specificities of the educational context in brazil. accordingly, what we propose and call references of the teaching action are criteria by which we can understand and evaluate, from an eminently formative perspective, different types of activities that compose and inform the work of teachers; they are not tools by means of which one can determine how teaching activities should be executed and founded. R e f e R e n c e s a n d c R it e R ia f o R t h e t e a c h in g a c t io n 2 9 0 C a d e r n o s d e P e s q u is a v .4 6 n .1 6 0 p .2 8 7 -3 13 a b r. /j u n . 2 0 16 research, with special emphasis on the characterization of teaching as a distinctive element of the professional teaching action; then we present the methodology of the operational discussion groups and a summary of the methodological details of the stages of field research and validation of references. Finally, we describe the framework of the references of the teaching action stipulated. the teaCher as an institutional teaChing agent Amid the growing recognition and appreciation of the professional nature of the teaching work, some questions emerge: what characterizes and distinguishes the teacher’s action? How do the recognition and appreciation of the teaching work affect research on the types of knowledge and practical skills which constitute and inform teachers’ professional practice? Such questions, in themselves provocative, denote the complexity and specificity of the teaching action. The different functions or utility which can be attributed to school – and, consequently, to the work done by teachers – should not obscure or underestimate what characterizes a school culture (AZANHA, 1995). Regardless of what it leads to in public life or in the private sphere of individuals, school education has something specific and characteristic which informs the formative sense of its pedagogical practices. It is evident that the possible “impact” or “effect” of school education can be analyzed and valued from many points of view, since the work of schools and teachers is undeniably a matter of public interest. However, this perspective allows understanding the school only by its extrinsic ends (PETERS, 1979), which are different from the objectives inherent to an education considered in its intrinsic ends. The various angles from which one can describe and analyze education – and, consequently, teacher performance – reach the limits determined by the object itself – in this case, the school institution and the type of work done in it under specific conditions. As noted by Peters (1979, p. 103): [...] What would be objectionable would be to suppose that certain characteristics could be regarded as essential irrespective of context and of the questions under discussion. in the context of the planning of resources it may be unobjectionable to think of education as something in which a community can invest; in the context of a theory of social cohesion, education may be harmlessly described as a socializing process. but, if one is considering it from the point of view of the teacher’s task in the class-room, these descriptions are both too general and too embedded in a dangerous dimension, V a n d ré G o m e s d a S lva , P a ríc ia C rstin a A lb ie ri d e A lm e id a e B e rn a rd e te A n g e lin a G a ti C a d e r n o s d e P e s q u is a .4 6 n 16 0 p .2 8 7 -3 13 a b r/ju n . 2 0 16 2 9 1 for they encourage a conformist or instrumental way of looking atO estudo apresentado neste artigo teve por objetivo a construcao de parâmetros categoriais que pudessem nortear e fundamentar processos de formacao inicial ou continuada de professores, bem como apoiar o acompanhamento e a avaliacao da acao docente em uma perspectiva formativa. O suporte para tanto veio da contribuicao de professores atuantes em varios niveis e areas, alem de coordenadores pedagogicos e de formadores de professores de cursos de licenciatura. A ideia norteadora da investigacao foi encaminhar a problematica proposta a partir da realidade do trabalho nas escolas para a consubstanciacao de referentes sobre a acao docente observada em seus varios aspectos, a fim de conceituar os elementos basicos que a distinguem como uma atuacao profissional qualificada.

Referentes e critérios para a ação docente

The study presented in this article aimed to construct categorical parameters which could guide and ground initial or continuing teacher education. It also supports the monitoring and assessment of teaching from a training perspective. The study was supported by contributions of coordinators, teacher educators as well as experienced teachers working at various levels and areas. The guiding idea of the research was to deal with the proposed issues from the reality of work in schools to the construction of references about teaching, observed in its various aspects, in order to conceptualize the basic elements which distinguish it as a qualified professional activity. Teacher educaTion • Teacher sTandards • Professionalization of teaChing R e f e R e n c e s a n d c R it e R ia f o R t h e t e a c h in g a c t io n 2 8 8 C a d e r n o s d e P e s q u is a v .4 6 n .1 6 0 p .2 8 7 -3 13 a b r. /j u n . 2 0 16 he prospect of An increAsing professionAlizAtion of teAchers includes the recognition that certain types of knowledge are fundamental for teaching in formal education institutions. Accordingly, different knowledge of theoretical and practical order could, or should, be mobilized in different situations involving the teaching action, which demands from teachers not only reflection and adaption to their work context, but also autonomy. In general, this seems to be one of the characteristics strongly present in several countries which proposed – within their respective educational policies – what is commonly called teaching standards focused on the guidance, delimitation and evaluation of the education and performance of teachers (NOVAES, 2013). In addition to certain uses of the so-called teaching standards – some particularly controversial in countries such as Chile, the United States, the United Kingdom, among others –, the processes involved in their stipulation and discussion seem to encompass a wide formative potential. Even more so when one aims for initial and in-service specialized education able to inform the professional and public character of the teaching action. This article is a development of the work done by researchers of Fundação Carlos Chagas who, since 2012, have examined the relation between teacher evaluation and professional development and the appreciation of the work of teachers. In the face of the tensions and alternative perspectives associated with this theme, these studies have T the study presented in this article summarizes the results of research published in Textos FCC: Relatórios técnicos, n. 44, 2015. V a n d ré G o m e s d a S lva , P a ríc ia C rstin a A lb ie ri d e A lm e id a e B e rn a rd e te A n g e lin a G a ti C a d e r n o s d e P e s q u is a .4 6 n 16 0 p .2 8 7 -3 13 a b r/ju n . 2 0 16 2 8 9 sought to understand in greater detail where and how the so-called teaching standards are constructed, their purposes and some possible effects of these policies. Therefore, this study’s main objective was to research and construct category parameters – which here we call referentes de ação docente [references of the teaching action]1 – capable of guiding and grounding initial or continuing teacher education, as well as supporting and qualifying the monitoring of teaching – from an eminently formative perspective –, aimed at consolidating teaching professionalization. The starting point was the universe of the teaching work done in school education. Support for that came from the contribution of experienced teachers working at various levels and educational areas, educational coordinators, teacher educators, and educational specialists by means of operational discussion groups, as well as from the relevant theoretical framework which supports the assumptions used herein. Importantly, the objectives and the assumptions of this research differ from the general sense which usually guides many of the policies abroad, strongly aimed at institutionalizing models of external teacher evaluation amid different designs and methodologies for measuring, among other intentions and goals. Indeed, although one can find many points in common in the definition of what can be encompassed in teacher education and the teaching action in general, the teacher assessments promoted by various countries differ considerably in terms of objectives, purposes, evaluation procedures, and types of effects or consequences on their education professionals and the school units where they work (TORRECILLA, 2006). Thus, the object or purpose of this research was not to address the theme of teacher evaluation – among its various theoretical frameworks and methodologies of measurement of teacher performance –, but, rather, to highlight the formative aspect comprised in what is characteristic of the teaching action in the school environment and of the different types of knowledge that inform, guide and occasionally determine the quality of this action. The national context of the offer of undergraduate courses in higher education institutions – marked, according to Gatti and Barretto (2009, p. 252), by the absence of a “clear professional profile of the teacher” – indicates the relevance of investigating and delimiting more objectively what knowledge on the teaching action could fill this gap or at least stimulate debate on the teaching action in a more assertive and delimited way, in an effort “to build a body of basic knowledge which allows taking discussions on this topic to a level beyond that of opinions” (GATTI, 2013, p. 1). The text is organized into three parts, and the introduction. First, we discuss some theoretical assumptions that underpin the 1 the choice of the term referentes de ação docente [references of the teaching action] is aimed at distancing our proposal from certain interpretations that could be associated with the Portuguese term padrões [standards], as a model or example to be followed. not infrequently, standards are guided and stipulated amid external evaluation processes, which is quite different from addressing what would characterize the teaching action within research and taking into account the specificities of the educational context in brazil. accordingly, what we propose and call references of the teaching action are criteria by which we can understand and evaluate, from an eminently formative perspective, different types of activities that compose and inform the work of teachers; they are not tools by means of which one can determine how teaching activities should be executed and founded. R e f e R e n c e s a n d c R it e R ia f o R t h e t e a c h in g a c t io n 2 9 0 C a d e r n o s d e P e s q u is a v .4 6 n .1 6 0 p .2 8 7 -3 13 a b r. /j u n . 2 0 16 research, with special emphasis on the characterization of teaching as a distinctive element of the professional teaching action; then we present the methodology of the operational discussion groups and a summary of the methodological details of the stages of field research and validation of references. Finally, we describe the framework of the references of the teaching action stipulated. the teaCher as an institutional teaChing agent Amid the growing recognition and appreciation of the professional nature of the teaching work, some questions emerge: what characterizes and distinguishes the teacher’s action? How do the recognition and appreciation of the teaching work affect research on the types of knowledge and practical skills which constitute and inform teachers’ professional practice? Such questions, in themselves provocative, denote the complexity and specificity of the teaching action. The different functions or utility which can be attributed to school – and, consequently, to the work done by teachers – should not obscure or underestimate what characterizes a school culture (AZANHA, 1995). Regardless of what it leads to in public life or in the private sphere of individuals, school education has something specific and characteristic which informs the formative sense of its pedagogical practices. It is evident that the possible “impact” or “effect” of school education can be analyzed and valued from many points of view, since the work of schools and teachers is undeniably a matter of public interest. However, this perspective allows understanding the school only by its extrinsic ends (PETERS, 1979), which are different from the objectives inherent to an education considered in its intrinsic ends. The various angles from which one can describe and analyze education – and, consequently, teacher performance – reach the limits determined by the object itself – in this case, the school institution and the type of work done in it under specific conditions. As noted by Peters (1979, p. 103): [...] What would be objectionable would be to suppose that certain characteristics could be regarded as essential irrespective of context and of the questions under discussion. in the context of the planning of resources it may be unobjectionable to think of education as something in which a community can invest; in the context of a theory of social cohesion, education may be harmlessly described as a socializing process. but, if one is considering it from the point of view of the teacher’s task in the class-room, these descriptions are both too general and too embedded in a dangerous dimension, V a n d ré G o m e s d a S lva , P a ríc ia C rstin a A lb ie ri d e A lm e id a e B e rn a rd e te A n g e lin a G a ti C a d e r n o s d e P e s q u is a .4 6 n 16 0 p .2 8 7 -3 13 a b r/ju n . 2 0 16 2 9 1 for they encourage a conformist or instrumental way of looking atO estudo apresentado neste artigo teve por objetivo a construcao de parâmetros categoriais que pudessem nortear e fundamentar processos de formacao inicial ou continuada de professores, bem como apoiar o acompanhamento e a avaliacao da acao docente em uma perspectiva formativa. O suporte para tanto veio da contribuicao de professores atuantes em varios niveis e areas, alem de coordenadores pedagogicos e de formadores de professores de cursos de licenciatura. A ideia norteadora da investigacao foi encaminhar a problematica proposta a partir da realidade do trabalho nas escolas para a consubstanciacao de referentes sobre a acao docente observada em seus varios aspectos, a fim de conceituar os elementos basicos que a distinguem como uma atuacao profissional qualificada.

References and criteria for the teaching action

The study presented in this article aimed to construct categorical parameters which could guide and ground initial or continuing teacher education. It also supports the monitoring and assessment of teaching from a training perspective. The study was supported by contributions of coordinators, teacher educators as well as experienced teachers working at various levels and areas. The guiding idea of the research was to deal with the proposed issues from the reality of work in schools to the construction of references about teaching, observed in its various aspects, in order to conceptualize the basic elements which distinguish it as a qualified professional activity. Teacher educaTion • Teacher sTandards • Professionalization of teaChing R e f e R e n c e s a n d c R it e R ia f o R t h e t e a c h in g a c t io n 2 8 8 C a d e r n o s d e P e s q u is a v .4 6 n .1 6 0 p .2 8 7 -3 13 a b r. /j u n . 2 0 16 he prospect of An increAsing professionAlizAtion of teAchers includes the recognition that certain types of knowledge are fundamental for teaching in formal education institutions. Accordingly, different knowledge of theoretical and practical order could, or should, be mobilized in different situations involving the teaching action, which demands from teachers not only reflection and adaption to their work context, but also autonomy. In general, this seems to be one of the characteristics strongly present in several countries which proposed – within their respective educational policies – what is commonly called teaching standards focused on the guidance, delimitation and evaluation of the education and performance of teachers (NOVAES, 2013). In addition to certain uses of the so-called teaching standards – some particularly controversial in countries such as Chile, the United States, the United Kingdom, among others –, the processes involved in their stipulation and discussion seem to encompass a wide formative potential. Even more so when one aims for initial and in-service specialized education able to inform the professional and public character of the teaching action. This article is a development of the work done by researchers of Fundação Carlos Chagas who, since 2012, have examined the relation between teacher evaluation and professional development and the appreciation of the work of teachers. In the face of the tensions and alternative perspectives associated with this theme, these studies have T the study presented in this article summarizes the results of research published in Textos FCC: Relatórios técnicos, n. 44, 2015. V a n d ré G o m e s d a S lva , P a ríc ia C rstin a A lb ie ri d e A lm e id a e B e rn a rd e te A n g e lin a G a ti C a d e r n o s d e P e s q u is a .4 6 n 16 0 p .2 8 7 -3 13 a b r/ju n . 2 0 16 2 8 9 sought to understand in greater detail where and how the so-called teaching standards are constructed, their purposes and some possible effects of these policies. Therefore, this study’s main objective was to research and construct category parameters – which here we call referentes de ação docente [references of the teaching action]1 – capable of guiding and grounding initial or continuing teacher education, as well as supporting and qualifying the monitoring of teaching – from an eminently formative perspective –, aimed at consolidating teaching professionalization. The starting point was the universe of the teaching work done in school education. Support for that came from the contribution of experienced teachers working at various levels and educational areas, educational coordinators, teacher educators, and educational specialists by means of operational discussion groups, as well as from the relevant theoretical framework which supports the assumptions used herein. Importantly, the objectives and the assumptions of this research differ from the general sense which usually guides many of the policies abroad, strongly aimed at institutionalizing models of external teacher evaluation amid different designs and methodologies for measuring, among other intentions and goals. Indeed, although one can find many points in common in the definition of what can be encompassed in teacher education and the teaching action in general, the teacher assessments promoted by various countries differ considerably in terms of objectives, purposes, evaluation procedures, and types of effects or consequences on their education professionals and the school units where they work (TORRECILLA, 2006). Thus, the object or purpose of this research was not to address the theme of teacher evaluation – among its various theoretical frameworks and methodologies of measurement of teacher performance –, but, rather, to highlight the formative aspect comprised in what is characteristic of the teaching action in the school environment and of the different types of knowledge that inform, guide and occasionally determine the quality of this action. The national context of the offer of undergraduate courses in higher education institutions – marked, according to Gatti and Barretto (2009, p. 252), by the absence of a “clear professional profile of the teacher” – indicates the relevance of investigating and delimiting more objectively what knowledge on the teaching action could fill this gap or at least stimulate debate on the teaching action in a more assertive and delimited way, in an effort “to build a body of basic knowledge which allows taking discussions on this topic to a level beyond that of opinions” (GATTI, 2013, p. 1). The text is organized into three parts, and the introduction. First, we discuss some theoretical assumptions that underpin the 1 the choice of the term referentes de ação docente [references of the teaching action] is aimed at distancing our proposal from certain interpretations that could be associated with the Portuguese term padrões [standards], as a model or example to be followed. not infrequently, standards are guided and stipulated amid external evaluation processes, which is quite different from addressing what would characterize the teaching action within research and taking into account the specificities of the educational context in brazil. accordingly, what we propose and call references of the teaching action are criteria by which we can understand and evaluate, from an eminently formative perspective, different types of activities that compose and inform the work of teachers; they are not tools by means of which one can determine how teaching activities should be executed and founded. R e f e R e n c e s a n d c R it e R ia f o R t h e t e a c h in g a c t io n 2 9 0 C a d e r n o s d e P e s q u is a v .4 6 n .1 6 0 p .2 8 7 -3 13 a b r. /j u n . 2 0 16 research, with special emphasis on the characterization of teaching as a distinctive element of the professional teaching action; then we present the methodology of the operational discussion groups and a summary of the methodological details of the stages of field research and validation of references. Finally, we describe the framework of the references of the teaching action stipulated. the teaCher as an institutional teaChing agent Amid the growing recognition and appreciation of the professional nature of the teaching work, some questions emerge: what characterizes and distinguishes the teacher’s action? How do the recognition and appreciation of the teaching work affect research on the types of knowledge and practical skills which constitute and inform teachers’ professional practice? Such questions, in themselves provocative, denote the complexity and specificity of the teaching action. The different functions or utility which can be attributed to school – and, consequently, to the work done by teachers – should not obscure or underestimate what characterizes a school culture (AZANHA, 1995). Regardless of what it leads to in public life or in the private sphere of individuals, school education has something specific and characteristic which informs the formative sense of its pedagogical practices. It is evident that the possible “impact” or “effect” of school education can be analyzed and valued from many points of view, since the work of schools and teachers is undeniably a matter of public interest. However, this perspective allows understanding the school only by its extrinsic ends (PETERS, 1979), which are different from the objectives inherent to an education considered in its intrinsic ends. The various angles from which one can describe and analyze education – and, consequently, teacher performance – reach the limits determined by the object itself – in this case, the school institution and the type of work done in it under specific conditions. As noted by Peters (1979, p. 103): [...] What would be objectionable would be to suppose that certain characteristics could be regarded as essential irrespective of context and of the questions under discussion. in the context of the planning of resources it may be unobjectionable to think of education as something in which a community can invest; in the context of a theory of social cohesion, education may be harmlessly described as a socializing process. but, if one is considering it from the point of view of the teacher’s task in the class-room, these descriptions are both too general and too embedded in a dangerous dimension, V a n d ré G o m e s d a S lva , P a ríc ia C rstin a A lb ie ri d e A lm e id a e B e rn a rd e te A n g e lin a G a ti C a d e r n o s d e P e s q u is a .4 6 n 16 0 p .2 8 7 -3 13 a b r/ju n . 2 0 16 2 9 1 for they encourage a conformist or instrumental way of looking atO estudo apresentado neste artigo teve por objetivo a construcao de parâmetros categoriais que pudessem nortear e fundamentar processos de formacao inicial ou continuada de professores, bem como apoiar o acompanhamento e a avaliacao da acao docente em uma perspectiva formativa. O suporte para tanto veio da contribuicao de professores atuantes em varios niveis e areas, alem de coordenadores pedagogicos e de formadores de professores de cursos de licenciatura. A ideia norteadora da investigacao foi encaminhar a problematica proposta a partir da realidade do trabalho nas escolas para a consubstanciacao de referentes sobre a acao docente observada em seus varios aspectos, a fim de conceituar os elementos basicos que a distinguem como uma atuacao profissional qualificada.