Formação permanente de professores: reflexões e desafios da docência nos anos finais do ensino fundamental no município de Flores da Cunha/RS

Abstract

This thesis has the purpose of identifying and describing reflections on the challenges of teaching, regarding the Permanent Education practices of teachers at the final years of Elementary School, in the municipal education network of Flores da Cunha / RS, Brazil. The theoretical contribution of this study is based on Freire (1991,1996, 2002, 2009), Gadotti (2003, 2006), Henz and Toniollo (2015), Imbérnon (2004, 2009, 2010), Nóvoa (1992, 1995), who understand Permanent Education as inseparable from Teaching and understood as the responsibility of the teacher. The research is also based on Gatti and Barreto (1997, 2017), who contextualize teaching policies in Brazil. Mizukami (2002) and Tardif (1991, 2002), Schön (2000) and Stecanela (2013), and Josso (2004, 2010) emphasize the importance of education narratives, in conducting the teacher?s self-evaluative path, in reframing the ways of learning and teaching. Also, we studied publications referring to the CAPES / MEC and BDTD Periodical Portal databases in the period from 2014 to 2019. This research presents a qualitative and understanding approach, and, in relation to the methodological aspects, the following instruments were used to construct the empirical data: Interviews and Investigative-educational Dialogic Circles. Seven teachers from the final years of Elementary School in the municipal network of Flores da Cunha / RS and the municipal education manager participated in the interviews. The Investigative-Formative Dialogic Circles were carried out with the teachers of a public school in the city of Flores da Cunha / RS. Thus, the narrative emerged from triangulation and movement between: institucional documents, interviews and formative investigate dialogic circles. The research also aimed at the analysis and interpretation of listed institutional documents, as being relevant to the context and understanding of the object of study. Regarding the analysis of the data constructed in the investigation, the Discursive Textual Analysis (DTA), developed by Roque and Galiazzi (2016), was used. Through DTA, it was possible an institution of four builders : Teacher training: initial mobilization and teacher involvement; The reflective teacher: relationship and dialogue; Permanent education: the school as a setting and the teachers as protagonists; and The teacher and their needs in permanent education. Through the exchanges that took place between the peers, during the interviews and in the Investigative-Formative Dialogic Circles, teachers were given the opportunity to reflect on their educational practice, indicating the need to take control of the permanent training process in search for professional (self) transformation. The research indicated the importance of valuing the needs, knowledge, and actions of teachers in the municipal network of Flores da Cunha / RS, and also announced that it is essential for teachers to reflect on their teaching practices, and through this reflection, they can assume the responsibility for their own ongoing education, perceiving themselves as leaders of their own practice. It is also visible there is the need to create spaces within the school itself for exchanges and reflections to make the teachers self-educate and transform themselves, consequently, triggering reflections about their teaching practice. [resumo fornecido pelo autor]