Tecendo colaborativamente a formação e o desenvolvimento profissional docente no IFTM: identidade, saberes e práticas

• Ano de defesa: 2020
• Autor(a) principal: Dias, Marlei José de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Pesquisa-ação Crítico-Colaborativa; Formação Contínua de Professores; Desenvolvimento Profissional Docente; Educação Profissional e Tecnológica; IFTM; Critical-Collaborative action research; Continuing Teacher Education; Teacher Professional Development; Professional and Technological Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Professores - Formação; Educação permanente; Pesquisa-ação em educação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31278; http://doi.org/10.14393/ufu.te.2021.5504

This thesis, carried out within the scope of the Educational Knowledge and Practice Line, aimed to analyze the contributions of training processes to the professional development of teachers working in Professional and Technological Education. The questions that guided the investigation were: what are the contributions of a critical-collaborative action research for Teacher Professional Development? What are the main training needs related to the pedagogical practice of the teachers participating in the collaborative group? What are the changes in relation to the conceptions of pedagogical practice of teachers who participated in the collaborative group? Seventeen teachers from the Basic, Technical and Technological Teaching career at the Federal Institute of Education, Science and Technology of the Triangulo Mineiro (IFTM) - Campus Uberlândia participated in the research, working in different areas of knowledge. This is a qualitative study, of the type of critical-collaborative action-research. Data were obtained from the participation of teachers in the first “Cycle of Reflective Studies: teaching in Professional and Technological Education”, with the research corpus constituted by the records elaborated in the “Reflexive Sessions”, in addition to the “Reflective Memories”, of the “Badges”, “Pedagogical Letters”, “Open Letter” and “Final evaluation form for the Reflective Study Cycle”. The critical-collaborative action-research allowed the participation of the participating teachers in the reflection and reframing of the pedagogical practice conceptions, based on a collective and collaborative work, which sought to trans (form) teaching. Through Content Analysis (BARDIN, 2011) we identified that the main challenges faced by teachers refer to professional identity and intensification of teaching work; institutional identity and professional and technological education policies; teacher-student interaction; learning planning and assessment; curricular integration; active methodologies and ICTs and school inclusion and learning difficulties, among others that are related to these challenges. We have evidenced that teachers, having access to theoretical references, were able to reflect critically on pedagogical practice, through the relationships established between mediators-teachers and teachers-teachers. From the movement of the collaborative group and the testimonies of the participants, we identified that there were new meanings in the conceptions of teaching practice, especially with regard to the non-centrality of the teacher in the teaching-learning process, valuing and encouraging the role of students, affirmation of recognition and reaffirmation of professional identity as a process of permanent construction. The defended thesis is expressed in the following statement: critical-collaborative action research enables the professional and human development of the teachers involved, insofar as it contributes to (trans) formations in the conceptions of pedagogical practice, in the identity processes and in the reframing of knowledge teachers. We reaffirm the responsibility for consolidating institutional policies for teacher professionalization, which prioritize continuous training actions, which start from the educational realities of the teachers involved and which contribute to valuing the social importance of the teaching profession and public education of socially referenced quality.