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En la actualidad la formacion permanente del profesorado esta enfocada, en una proporcion elevada, a aspectos burocraticos, administrativos e institucionales, es decidida por expertos que senalan lo que le conviene al profesorado, el cual ocupa un papel cada vez mas pasivo y subordinado en el proceso de su propia formacion. Se pretende en este estudio indagar en la valoracion que el propio profesorado hace de esta formacion. Del analisis comparativo de las valoraciones diacronicas realizadas sobre la formacion permanente realizada en el CAP de fuenlabrada se puede concluir que el profesorado valora mucho las actividades de formacion que realiza, pero que esta participacion esta guiada, en muchos casos, por los aspectos relacionales y afectivos que comporta y no tanto por la aplicacion curricular de dicha formacion permanente. Abstract Most of the in-job teacher training focuses on bureaucratic, administrative and institutional concerns, and it is determined by experts who decide what issues will be useful to educators, who have themselves a consistently more passive and subordinate role in the development of their own formation. This study investigates how educators evaluate this formation. It is demonstrated by the comparative analysis of the long-term evalua-tions of the continued education courses offered by the CAP of Fuenlabrada, that educators value very highly the activities in which they actively participate, but that these activities are primarily geared by relational and emotional aspects rather than by the educational interest or application to education.

La formación permanente que se realiza en los centros de apoyo al profesorado