Por uma docência institucionária: professores(as)- formadores(as) dos cursos de licenciatura do Instituto Federal Farroupilha e seus processos auto(trans)formativos

Abstract

This PhD thesis in Education was developed in the Post-Graduation Program in Education of the Federal University of Santa Maria (PPGE / UFSM). The main objective of the research is to understand the constitutive and self (trans) formative processes of/in the teaching of the teachers of the Federal Institute of Farroupilha. It is a qualitative investigative-formative research, of the type Research-self (trans) formation, having as epistemological-political proposal the Investigative-Formative Dialogical Circles that are constituted by the approximation between the Circles of Culture (FREIRE, 2014a) and the Research-training (JOSSO, 2010a), being a reinvention developed by the Dialogus Group. The Dialogical Circles are composed of eight movements: sensitive listening and keen gaze; emersion/immersion in/of the themes; detaching/unveiling of reality; discovery of the unfinished; problematizing dialogues; re-creative registration; awareness and self (trans)formation. These movements were designed, dialogically and dialectically, from four axes of practice (JOSSO, 2010a, 2010b): 1st) engagement of the researcher (knowledge of himself and of the training process); 2nd) dialogues in the Dialogical Circles with the interlocutors of the research on their theorizations, from where emerged the generating themes and new theorizations; 3rd) meta-experimental dialogue with other researchers on methodology and theorization - Dialogus Group and 4th) socialization with the co-authors of some awareness and knowledge produced, experienced and recorded during the search. In addition to Paulo Freire (1998, 2013a, 2014a) and Marie-Christine Josso (2010a, 2010b), we conducted dialogues with other researchers such as Henz (2015), Imbernón (2009, 2010, 2011), Marcelo García (1999), Nóvoa (2009), Pimenta and Anastasiou (2014), supporting the theoretical consistency to the research. As methodological instruments, questionnaires were used with the teachers, both the formators and the graduates; letters; 11 (eleven) Investigative-formative Dialogical Circles (face-to-face and by videoconference), from which emerged the 6 (six) generating themes, from the problematizing dialogues. They are: 1st) construction of the identity of the formator teachers; 2nd) specific area vs pedagogical area; 3rd) (dis)integration between the different areas of knowledge; 4) PeCCs in the Bachelor's degree; 5th) space-time for self (trans) permanent formation; 6th) Dialogical Circles as a way for sharing and self (trans) ongoing formation with teachers. In order to understand the investigative constructs that emerged from the generative themes, the Hermeneutics approach was used (GADAMER, 1999). In the polysemy of the different voices of the teacher trainers, it was evidenced that the mirroring of the old masters and models brought in from universities exerted strong influences on the constitution of the teacher identity. Further, the difficulty for performing an articulated, cooperative, and shared work among the teachers of different areas of knowledge presents itself as a challenge; even these teachers recognizing the importance of this articulation in the development of the pedagogical work and in its educational formation. On the other hand, the reference curriculum, the PeCCs, the stages that pass through the professional practices, as well as the possibility of acting in different levels and modalities of teaching have been shown as possibilities of praxis that are being carried out by the education professionals in the context of the bachelor's degrees of IF Farroupilha, outlining the constitution of an Institutional Teaching. To that end, the research pointed to the need for space-time for permanent self-transformation with teacher trainers, with Dialogical Circles being a viable possibility of sharing and self (trans)formation, through problematizing dialogue and of the permanent reflection in, of and on the teaching praxis.