A formação continuada e a mobilização dos saberes dos docentes dos anos iniciais do ensino fundamental de uma escola municipal de Veranopólis/RS

Abstract

This dissertation is linked to the Postgraduate Program in Education, to the research line Educational Processes, Language, Technology and Inclusion, and aims to investigate the Continuing Education offered to teachers of the Early Years of Elementary Education in a school of the municipal network of Veranópolis/RS, as well as the mobilization of teachers' knowledge. The theoretical framework of this study is based on Freire (1987, 1996, 2011), Gatti and Barreto (2009), Imbérnon (2011), Nóvoa (1991, 1995, 2011, 2013), Pimenta (1999, 2002, 2011, 2012) and Santos (2007, 2010), who defend Continuing Education as inseparable from teaching. In addition, the work is based on Charlot (2013), Nunes (2001), Tardif (2014), and Therrien and Damasceno (2000) who contextualize teaching knowledge. Regarding cultural aspects and their relationship with Continuing Education, Arroyo (2013, 2014, 2019), Costa (2010), Kramer and Lei (1998), and Nogueira (2008) stand out. Publications were selected referring to the databases of the Portal de Periódicos da CAPES/MEC and in the BDTD, in the period from 2009 to 2019. This research presents a qualitative approach that involves obtaining data described through the interpretation of the sayings of each research participant. The case study methodology was used because I understand that it will help investigate the Continuing Education of teachers who work in the Early Years of Primary Education in a municipal school of Veranópolis/RS and its relationship with the mobilization of teaching knowledge. I carried out the research in a municipal school in Veranópolis/RS. I analyzed the school's institutional documents, such as the Municipal Teaching Career Plan, the Political Pedagogical Project (PPP), the Veranópolis Curriculum Document, and the Elementary School Rules. During the research process, I carried out a questionnaire and afterwards the teachers were invited to participate in a focus group. Both instruments had the purpose of seeking information about the Continued Education of teachers of the Elementary School Beginning Years, investigating how the teachers' knowledge is mobilized. Thus, the narrative emerged from the triangulation and the movement between: the institutional documents, the questionnaires and the focus group. With regard to the analysis of the data constructed in the research, I used the Textual Discourse Analysis (TDA), developed by Moraes and Galiazzi (2016). Through the DTA, it was possible to establish three constructs: a) the importance of Continuing Education of teachers of the Early Years of Primary Education and the search for a quality teaching practice; b) conceptions about the teaching knowledge that permeates the teachers of the Early Years of Primary Education and c) the Continuing Education of teachers of the Early Years of Primary Education and its relation with the teaching culture. The research indicated the importance of valuing the needs, the knowledge and the know-how of the teachers of the municipal network of Veranópolis/RS and also announced that it is essential for teachers to reflect on their teaching practices, so that they can be the protagonists of their own Continuing Education process. It also highlighted the need to value the teaching culture, taking into account the cultural aspects that permeate the life of each teacher so that one can think of Continuing Education that provides the opportunity to reflect on teaching. [resumo fornecido pelo autor]