O esplendor das Rosas na Universidade e na Escola Básica: as (trans)formações prático-teóricas e suas repercussões no desenvolvimento profissional de docentes alfabetizadoras

• Ano de defesa: 2022
• Autor(a) principal: Duarte, Arita Mendes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Faculdade de Educação; Programa de Pós-Graduação em Educação; UFPel; Brasil
• Palavras-chave em Português: Educação; Formação continuada; Formação prático-teórica; Desenvolvimento profissional docente; Observatório da educação; Continuing education; Theoretical-practical training; Teacher professional development; Education observatory; Formación continuada; Formación práctico-teórica; Desarrollo profesional docente; Observatorio de la educación; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/prefix/9534

Teacher training and its reverberations professional development require special attention to training paths. The present study has as its theme the continuing education of literacy teachers in the school environment. Its research purpose was to analyze how the training resulting from the interaction between the University and the Basic School reverberates in the theoretical-practical (trans)formations and has repercussions on the professional development of literacy teachers in a public municipal school of Pelotas. The training took place within the scope of the Education Observatory program ObeducPacto/Capes-UFPel project) via training actions developed between 2014 and 2017. Theoretical operators are situated in the field of epistemology of practice, reflection-inaction and the understanding of training as a process of professional and organizational development of the teaching profession, and also as a possibility of self-training, heterotraining and inter-training. The narrative research methodology was used, using the freetext narrative, the questionnaire-narrative, and the records of the Field Diary and Reports prepared by the researcher as data production instruments. From the exploration and analysis of the data, five axes of systematization were defined: reflexivity; experience and training; theoretical-practical transformations; interactions between the University and the Basic School; and reverberations in the professional development of teachers. The study highlights the (trans)formations declared by the teachers as resulting from the formation carried out in the singular collective. The theoretical-practical training is brought by the participating teachers as a result of having been the training carried out in the locus of the school and, at the same time, they recognize the importance of the interaction between the University and the Basic School. Based on the research results, the following thesis is supported: Continuing education in the context of the interlinkage between the University and the Basic School values the singularities of the collective in the training process and supports the teachers in their self, hetero and interformation processes, reverberating in professional development and in theoretical-practical (trans)formations in the classroom.