História das práticas de formação contínua em serviço de docentes para a educação profissional no SENAC/RN (1950-2010)

Abstract

This dissertation aims to reconstruct the history of in-service training practices for teachers of the National Service for Commercial Learning (SENAC) of Rio Grande do Norte from 1950 to 2010, having as specific goals: to comprehend the Senac/RN’s historical path in the context of the Brazilian professional education; to identify in-service training practices for teachers in the Senac/RN’s professional education; to analyse how these teacher training practices were institutionalized by the Senac/RN. This study adopts the following theoretical framework: regarding history, memory and sources, Michel de Certeau (2006) and Jacques Le Goff (1990); about professional education and history of the professional education, Gaudêncio Frigotto, Maria Ciavatta e Marise Ramos (2005), Sílvia Manfredi (2002), Dante Moura (2010; 2014), and Luiz Antônio Cunha (2005); about teacher training and teacher training for professional education, Sílvia Manfredi (2002), Dante Moura (2014), Lucília Machado (2008), and Acácia Kuenzer (2011). The research started by a bibliographic survey before carrying documental research in the archives of the National Department and the Regional Department of the Senac. The documents on which this study is based on are: Correio Senac; Senac Technical Bulletin; Senac/RN Reports; and Senac/DN Reports. The Discursive Textual Analysis was applied as the method of document analysis. This research has allowed the conclusion that, during the history of the Senac/RN’s professional education, teacher training practices happened continuously and in-service and were characterized by different typologies: unprecedented, periodic, and expanded/perennial.