Formação continuada de professores: a construção do conhecimento compartilhado em uma escola de São João do Polêsine, RS

Abstract

This dissertation is part of the Research Line LP2: Pedagogical Management and Educational Contexts, of the Professional Master's Degree in Public Policy and Educational Management at the Federal University of Santa Maria. Its theme is the continuing education of teachers, focusing on teacher learning. As a general objective, we sought to understand the elements necessary for teachers' learning through collaborative work. The specific objectives were to identify the training needs of the EMEF Pedro Paulo Pradella teachers, recognize how the training processes impact on the construction of their learning and how they constitute the network of relationships produced in the school. The educational product of the research was to propose training strategies capable of enabling collaborative work, based on a letter of intent that will be presented to teachers and managers in the municipality. The methodology was based on a qualitative approach, through a sociocultural narrative research. The main authors behind this work are Bolzan (2002, 2010, 2016, 2019), Freire (1987, 1989, 1996, 2000, 2001, 2021), Imbernóm (2006, 2009), Vygotsky (1991, 1999, 2000, 2003 , 2014), Nóvoa (1995, 2019), Cenci (2016), Cenci and Damiani (2018), in addition to regulatory frameworks related to the training of basic education teachers. The theoretical framework addresses teacher training and the permanent learning process, in line with the historical-cultural theory as a basis for collaborative work. With the production and interpretation of the data, the Teaching Learning category emerged (BOLZAN, 2002) and as categorical dimensions Teacher Training, Relation Theory and Practice and Shared Knowledge. The main considerations point to the necessary elements for teacher learning, among them is the importance of the theory and practice relationship. Reflection is the main component of this relationship, because without reflecting on their practice and theories, the teacher does not learn, he just mechanically reproduces the theory. It is also possible to state that the awareness of incompleteness and the pursuit of studying throughout the trajectory allow the teacher to become a researcher and protagonist of his/her practice. Another important element is collaborative work, which allows teachers to share knowledge and knowledge, which, when critically reflected and internalized, provide the construction of shared knowledge. It is through this network of relationships that the teacher learns to be a teacher, and a single isolated element does not generate knowledge.