The school education organized by the west nobleman became a symbol of modern times, for as it was based in the positivistic science, disseminated the modern values like the rationality, the foreesability and the certainty. However, it can be observed that the explanations given by the paradigm of modernity have been questioned in the last decades, giving space to other theories of social reality. This transition has taken some scholars of social questionings to glimpse the beginning of a “new era”- denominated, by some, as post modernity – while others interpret that we live in a ‘radicalization” of modernity. In a parallel way to this historical moment, we watch the restructuring of the capitalist system, in which economical groups perform peripheral changes in the economical-productive system to maintain the logic of the capital. Meanwhile, it is done a so call public calling or a “new” school that prepare our children and youngsters for a “new” era. In the eminence of several and antagonistic projects of the society and the school, not by chance, the formation of teachers is evident in the contemporary academic debates. Our worries focused on the political of continuous education of state net of Sao Paulo, analyzing the presumptions that support them. In this way, the objective of the study was to analyze, critically, the politic of continuing education of the teachers of Physical Education organized and implemented by the Secretary of Education of the State of Sao Paulo through the actions of the Coordination of Studies and Pedagogical Rules (CENP), using as reference the contemporary discussions about continuing education. As a method of scientific investigation, we opted for the bricolage , as was defined by Kincheloe (2007) when he proposed amongst the researcher’s tasks, the intertwining of the points of view of the involved, trying to break with the reductionism and the fragmentation of the positivist methods. Therefore, we intertwine an interpretation of the reality surveying to the point of views of the actors of formative politic when urged to analyze the course “The net learns with the net”, to the speech of the media about the topic and the confrontation as a theoretical reference. We interpreted that the state politics of continuing education of the teachers are inserted in the “package” of the neoliberal educational politic, that include the systems of external evaluation, the compensation through performance and curriculum. Still, we observe that the formative politic align itself, also, to the contemporary hegemonic formative politics that bet in the action of responsibility, improvement and individual merit as central values. |
