Indicadores de desenvolvimento profissional docente em espanhol/língua estrangeira em escolas públicas de Castanhal

Abstract

This dissertation investigates the indicators of Teacher Professional Development (TPD) in Spanish language in public schools of Castanhal, Pará. The research aims to analyze the TPD indicators in Spanish language within the context of municipal public schools in Castanhal, categorizing their relationships with the quality of teaching and verifying the perception of teachers who highlight challenges and possibilities in continuous training. Adopting a qualitative approach, the methodology involved exploratory and descriptive characteristics with the application of questionnaires and interviews to 28 teachers. Through content analysis, the data productions were analyzed focusing on the indicators of the dimensions of teacher autonomy, professional project, and pedagogical innovation. The results revealed the need for adaptation of didactic materials and the contribution of didactic guidelines to teacher autonomy in the teaching of Spanish. A deficit in the application of effective pedagogical practices and pedagogical innovation was also identified, impacting the professionalization of teachers. The investigation also indicated that technophobia and the lack of adequate professional development limit the adoption of innovative methodologies. In conclusion, the study highlights the importance of continuous training that considers regional specificities and the specific needs of Spanish language teachers in municipal public schools of Castanhal.