THE TIME FOR ADDITIONAL ACTIVITIES AS A CRITICAL FORMATION AREA: LIMITS AND POSSIBILITIES

Abstract

This study presents the main results of a search that analyzed the in-service training of teachers of a public school located in the municipality of Jitaúna-BA, focusing on the schedule of Complementary Activities (AC). The main theoretical reference adopted was the Critical Theory of Teaching by Carr and Kemmis (1988). The data were constituted through interviews with teachers and participant observation, with records in field diaries and audio recordings. The analysis was based on the Discursive Textual Analysis, guided by four categories extracted from the theoretical reference: self-reflection, collective reflection, dialectical relation theory-practice and research. As a result, we observe possibilities of approximation with a formation of a critical character by the presence of characteristics such as self-reflection and collective reflection, which can be developed in the AC discussions. On the other hand, conducting research by these teachers is still somewhat distant, mainly due to lack of time for teachers. We consider that the limits pointed out in this investigation can be overcome by means of collective confrontation, so that we consider possible a formation oriented by the critical rationality that occurs in the own school.