A reflexão sobre a prática docente como fundamento para o desenvolvimento profissional: o caso da escola de educadores sob o olhar das professoras participantes

• Ano de defesa: 2018
• Autor(a) principal: Turatti, Maria Renata Campanha
• Orientador(a): Machado, Dijnane Fernanda Vedovatto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Educação - PPGPE
• Palavras-chave em Português: Formação continuada; Desenvolvimento profissional; Reflexão sobre a prática docente
• Palavras-chave em Inglês: Continuing education; Professional development; Reflection on the teaching practice
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/11063

In the last few years, teacher training have occupied a prominent place on educational reforms. Resolution 2/2015 of the National Council of Education contains, in its guidelines, the understanding that the continuous training must have, as its main purpose, the discussion of teacher’s educational practice. This purpose has encouraged the professionalization of teachers, as a way for teacher’s development, whose professional attitude is based on building knowledge. This perspective requires that the continuous teacher training use specific training mechanisms that establish closer relations with teaching practice in the professional field. Under such considerations, this research sought to comprehend how professional development processes of teachers of Educação Básica occur in an university extension course. Thus, the research aimed to investigate the professional development processes in the work of Educação Infantil and Ensino Fundamental 1 teachers, taking into consideration the reflection as the key element of the continuous training, as well as identifying the elements from the continuous training that benefit teacher’s professional practice and analyzing what teachers comprehend about the reflection process of the practice. The research from the qualitative type, from intrinsic case study type, analyzed an university extension course inserted in a project that has existed for fourteen years at Unesp from Rio Claro, called Escola de Educadores. Among data collection tools were the observation of the course, document analysis of 2017 course’s project and other documents concerning the constitution and the path of Projeto Escola de Educadores, productions made by the participants of the research, questionnaire and semistructure interview with the participants of the research: seven teachers working in Educação Infantil and in Ensino Fundamental 1, in schools of the city of Rio Claro – SP. With the theoretical basis of authors such as Marcelo Garcia, Maurice Tardif, António Nóvoa, Isabel Alarcão and Paulo Freire and after the reports from research participant teachers, the study revealed that in spite of the proletarianization of teachers due to the lack of time to do continuous training, teachers made an effort to take part in the researched course, which proved a greater commitment with their own training. Through participation in the course Escola de Educadores, we comprehended that sharing ideas with peers, the search for association between theory and practice, the research behaviour through work with projects, the use of new digital tools and the creation of strategies in order to help school routine were some of the elements from the continuous training that provided the reflection of the practice for teachers and benefited their practice and professional development. The partnership between the university and the school, which values the knowledge of teachers, was one of the important aspects of the researched course. The experience in question may offer profitable paths for teacher training because it has in its basis the reflection exercise and analysis of teaching practice, dialogue with others, professional resignification, valorization of knowledge of the practice and protagonism in the formation process, change of professional behaviour and the valorization of pedagogical autonomy.