(Des)construções e (re)construções na formação permanente de educadores(as): diálogos para a cultura de paz

Abstract

This dissertation is linked with Search Line LP1: Education, Knowledge and Professional development of Post-graduation Program in Education (PPGE), Master in education of Education Center of Universidade Federal de Santa Maria (UFSM). The investigation has as thematic the continuous education of teachers, knowledge, values and culture of peace, contemplated by title: (Dis)construction and (re)construction in continuous education of teachers: dialogues for a culture of peace. The study is developed to comprehend how the continuous education of teachers can contribute to the development of teaching knowledge which are necessary to educative praxis from humanists values, evoking the problematic of need of recognition of human incompleteness, through identification of theoretical conceptions to a humanist education for teachers turned to values from of (trans)formation of teachers. The bibliographic search was based in study of theories and concepts, appealing to the qualitative approach, for the construction of reflection process of study components in its context and nowadays. The instruments of investigation were books, journals, thesis, dissertations and scientific papers. The comprehension of data was performed by a dialectic-hermeneutic interpretation of bibliography to construction of synthesis. For the theoretical references, it were used as main authors: continuous education of teachers: Freire (2013), Arroyo (2013) and Nóvoa (1992); teaching knowledge: Freire (2013) and Tardif (2014); human values: Freire (2013), Maturana (1998 and 2002) and Boff (1999); and, the culture of peace: Freire (2013), Maldonado (2006), Noleto (2003) and Rabbani (2003). This work problematizes the challenges in continuous education, the needed knowledge for teaching to educative praxis through reflection about central humanistic values in construction of culture of peace, bringing an auto(trans)formation of teaching practices from values as: ethics, rigor, autonomy, curiosity, common sense, criticality, beauty, equality, respect, affectivity, diversity, justice, freedom, tolerance, humility, dialogue, reconciliation, security, generosity, commitment, consciousness, listening, empathy, joy, hope, recognition, example and solidarity. Concluding the bibliographic search, some proposals are presented to humanize teachers and students, from the values, deepening the significant needs in contemporaneous educational context as a challenge to programs of continuous education of teachers, from of transformative education praxis, based in ethics pedagogy and with respect to human dignity.