Entre o compartilhar e o formar: práticas de formação continuada desenvolvidas em um projeto interinstitucional

• Ano de defesa: 2025
• Autor(a) principal: Coradini, Carla
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Formação continuada; Teoria histórico-cultural; Grupos de compartilhamento; Processo formativo compartilhado; Práticas de compartilhamento; Continuing training; Historical-cultural theory; Sharing groups; Shared training process; Sharing practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/36986

This research, developed within the Graduate Program in Education (PPGE) at the Federal University of Santa Maria (UFSM), in the Teaching, Knowledge, and Professional Development (LP1) Research Line, examines continuing education practices developed in an interinstitutional sharing project among nine Higher Education Institutions (HEIs) in Brazil. Anchored in Historical-Cultural Theory and using the logical-historical method as analytical guidance, the research aimed to investigate how sharing practices in groups linked to the interinstitutional project - “Pedagogical activity in the training of teachers who teach Mathematics based on partnerships between Higher Education institutions and Basic Education schools in different brazilian regions” - impact the training of those involved, considering historical, organizational, and formative aspects. The data were produced through questionnaires, reflective sessions and diaries with 22 participants, teachers in Basic Education or Higher Education. The analysis was guided by the unit defined as formative sharing practices in the interinstitutional project and was structured into three analytical isolates: (1) historical dimension and founding meanings of the practices; (2) organizational and participation dynamics; (3) impacts on the training and transformation of the subjects' pedagogical practices. The research results show that Sharing Groups constitute collective training spaces supported by historically constructed and collaboratively organized practices. The analyses revealed that the groups' founding meanings remain active and influence modes of organization and participation, sustained by the appreciation of teaching experience, the articulation of theory and practice, and collective organization. Listening, shared planning, research exchange, and interaction among individuals with different educational levels foster formative bonds and promote belonging, strengthening teaching identity. Participation in groups drives transformations in pedagogical practices, promotes development, and broadens awareness about teaching. The analysis identified six formative elements of knowledge-sharing practices: Theoretical foundation and articulation with practice; Historically constituted continuing education; Collective organization and formative intentionality; Exchange and appropriation of knowledge; Belonging and teacher identity; and Development of the individual. These elements configure continuing education models linked to the school reality and reaffirm interaction as a central element of learning and teacher transformation.