Teacher Protagonism in the Continuing Education of School Managers: Democracy, Dialogicity and Ethics in the Pioneer North of Paraná, Brazil 2025

Author Information

David da Silva Pereira, Federal Technological University of Paraná, Brazil
Aline de Souza Sanches, Municipal Secretariat of Education-Cornélio Procópio, Brazil
Isabella Fernanda Souza Alves, Municipal Secretariat of Education-Cornélio Procópio, Brazil
Mara Peixoto Pessôa, Municipal Secretariat of Education-Cornélio Procópio, Brazil
Renata Aparecida Rossieri, Municipal Secretariat of Education-Cornélio Procópio, Brazil
Silvana Dias Cardoso Pereira, Municipal Secretariat of Education-Cornélio Procópio, Brazil

Abstract

This is a training experience developed within the scope of a technical cooperation agreement between UTFPR and the Municipal Government of Cornélio Procópio (PMCP), a city in the northern pioneer region of Paraná, Brazil, regarding the training of managers for basic education from the professionals of this education network themselves linked to a research group from a federal public university. The dialogic process began before the actual offering of the training meetings based on democratic, dialogic and ethical training, in addition to being centered on the care of oneself as care for others. This notion was revived in the last three Michel Foucault’ Courses at the Collège de France in Paris (between 1982 and 1984) and inspires a welcoming approach, empathy and deep respect for professionals in activity and in continuing education. As a result, the appreciation of education professionals, through attentive listening and analysis of everyday situations in school units. The principles of human dignity, citizenship and the appreciation of teaching work underpinned the training practice, which was organized into five fronts or modules, each with eight hours distributed across four face-to-face meetings and another equal amount of time for readings, activities and prior preparation for all: fundamentals of educational policies and legislation, strategic management, pedagogical aspects, organizational leadership and development of the Action Plan, the latter module being taught by the SEMED-CP pedagogical team. The authors-trainers would like to thank UTFPR and PMCP, through their authorities.

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