Identificação profissional de professores constituída em um programa de formação continuada

Abstract

This work is part of the umbrella project collaborative educational activities in school settings - ACECE (TICKS 2012), which constitutes a proposal for collaborative continuing education in such, as a theoretical and methodological perspective, allows, in the context of the investigated group (a public school in Santa Maria, RS), build a space for reflection, critique and negotiation, about the developed discursive practices, as well as the relation to the objectives previously defined by the social actors involved (in-service teachers in that school context and researchers from UFSM) (MAGALHÃES & GENTLEMAN, 2008, p. 114; MAGALHÃES, 2002, p 48). As part of this research, the present study investigates the reflection process developed during the theoretical and practical discussions (reflective sessions) developed over the continuing education program ACECE, in 2012, seeking to understand assumed teachers roles by the teachers and how these roles are configured lexicon grammatically. The corpus is consisted of transcripts of three (3) reflective sessions developed throughout 2012 in order to discuss the concept of literacy and to develop socially situated educational activities. For the analysis, we considered two textual characteristics: modality and evaluation (FAIRCLOUGH, 2003, p. 159), as these give an indication of the commitment of the participants with their texts. These categories were organized by Fairclough (2003), based on the contributions of Systemic Functional Grammar (HALLIDAY, 1994). The results in the analysis of the first section show an initial alignment of participants to two specific identity positions: engagement (60%) and non-engagement (40%) to the reflective process developed in the continuing education program. This initial alignment remains evident in the mid-reflective process, but with an engagement expansion of participants (71% of occurrence). We have identified, in the discourse of participants who took an engagement attitude to the reflective process throughout the continuing education program, two teachers roles. Specifically, these two roles are related to two images: as a centralizing teacher position in the learning process and a reflective teacher position. At the end of the reflective process, the analysis revealed an alignment of teachers to a single identity position: engagement to the reflective process developed in the continuing education program. Thus, in summary, through the Third reflection space (PASSIONI, 2012, p.180), the teachers promoted the development of reflective thinking spaces that resulted in (de/re) construction of their professional identity to assume discursively the role of reflective teachers. Finally, we hope that the actions developed at school can support other studies that focus on school context research and practices that may foster new initiatives of teachers continuing education (SILVA, 2014, p. 130).