Saberes docentes de professoras alfabetizadoras expressos em contexto de formação continuada centrada na escola

Abstract

This is a qualitative research, in the narrative approach, where I investigate the continuing education of teachers who work in the initial school years of Elementary School, with systematic monitoring in the ambit of the Municipal Education Department of Belém. I persecute respond the following research question: in what terms, teachers, in the process of continuous training in teaching, manifest scientific and pedagogical knowledge of content, develop reflection on the practice itself and mobilize other / new knowledge for the practice of the initial school years? Seven literacy teachers collaborated in the research. The research tools used were audio and video recordings, photos, texts, tickets and written productions made during the meetings and semi-structured consultations and interviews, which were transcribed and analyzed in order to answer the research question. The teachers go through a process of articulation between social practices and more elaborated knowledge from a scientific point of view. I emphasize the pedagogical practice those teachers in search of science teaching linked to the daily life of children, reading this daily routine and the presentation of scientific language that is incorporated into the lives of students. The experience of being welcomed and oriented in the school environment, through the interaction between the peers, is expressed by the collaborators as a teacher’s trainer. They show the value of planning in a collective way in the school environment. The formative experience built in the group brings themes emerging from the context, passing the teachers to seek subsidies that socialize in the group. These relationships established in formative processes, strengthen new / other training practices in formal educational spaces, mobilize scientific and pedagogical knowledge of content and enable the formation of the teaching profession, with professional autonomy in a progressive way, and allowing feedback to the continuous cycle of teacher training , (re) constructing new / other knowledge, using hybrid ways of dealing with students, with school subjects and personal conflicts and everyday challenges. The research identifies the commitment of the teachers, pointing out issues that need to be assumed by the networks of education in the various spheres of power. These are issues that need to deal with a range of demands ranging from extending the time of study and preparation of the teaching practice, to the financial / pedagogical autonomy of the schools and guaranteeing the continuing education centered in the school from the local formative experiences of the group teacher.