Formação continuada de professores e prática docente: a pesquisa-ação como experiência formadora

Abstract

The search for a quality education has been configured in a banner of speeches, public policies and purposes of the educational legislation, in which the training of teachers has gained relevance. Teacher training, although it has advanced in recent decades, is still far from achieving what is expected not only in Brazil (GATTI, 2008, 2009 and 2016, DAVIS et al., 2010) and in Latin American countries (VAILLANT, 2012, 2013, 2014, 2015, 2016, 2017 and 2018, FANFANI, 2005). This research is envisaged in the continuing education of teachers, one of the possibilities that can contribute to achieve better results in favor of a quality public school. The present study developed in the line of research: Teacher Training, Educational Theories and Practices, of the Graduate Program of the University La Salle / UNILASALLE, analyzed the school as a locus of continuous formation, articulating different training strategies and its constitution in a space of formative experience as qualifier of the teaching practice. This thesis, anchored in the qualitative paradigm, followed the methodological designof action research, proposed by Kurt Lewin (1946) and Thiollent (2011), with an ethnographic contribution (ANDRE, 2012). Twenty-four teachers from a municipal public elementary school in the Metropolitan Region of Porto Alegre, located in the Municipality of Alvorada / RS, participated in this study. The empirical materials that supported the research were: questionnaires, participant observation, field diary, semistructured interviews and documents. The data that constituted the corpus of the research were explored in the light of the thematic content analysis (CAUDURO, 2004; MINAYO, 2008; GIBBS, 2009). The findings pointed to the lack of conceptual clarity about continuing education, in which this construction is sought in the countries of Latin America, where teachers show little participation, whether offered at school or not, given their theoretical and superficial nature in which predominant strategy are in the form of lectures that do not meet the needs of teachers and their educational contexts. The proposal developed, through action research, made possible the elaboration of a continuous formation with teachers who, starting from the school as the privileged place of this proposal, took into account the needs of the teachers and the reality in which the school is inserted, since it allowed the collective construction and centered in the teaching practice, constant object of reflection. It was evidenced that, based on the problems / potential of teachers, it was possible to give them the status of authors of their practices, in which engagement and empowerment were determinant in the resignification of their teaching work, permeated by the constant reflection of their practices in which theory can play a significant role. Continuing education, which in addition to the contribution to the teaching staff, had a positive impact on students' learning. Thus, the analyzes made it possible to confirm the thesis supported in this study that the school can become the privileged locus of formation, enabling teachers to understand that the moments of continuous formation within the school space can be a formative experience, which in the exercise of thinking collectively in and about the teaching profession has significant potential to improve teaching practice in favor of quality teaching.