A práxis pedagógica e a formação de professores na escola pública
Data
2015-05-18
Autores
Canam, Soila
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Mato Grosso
Resumo
This paper, related to the Post-Graduation Program in Education (PPGEdu/CUR/UFMT, in Portuguese), focuses on Teachers’ Training and Public Education Policies and debates continuing education in the theoretical-methodological perspective regarding the teacher’s pedagogical praxis. Thus, s/he needs to take criticism as one of the elements that leads to the understanding of praxis itself. The main question to be answered was How much has the Educator’s Room Project (ERP) ensured theoretical-methodological training that enables the teacher to think about and reflect on his/her pedagogical praxis in the classroom? Most specifically, it was intended to comprehend the teacher’s conception of education, human beings, school, pedagogical practices and continuing education at school; to analyze the teacher’s conception of the relationship between theory and practice; to analyze how ERP has helped to build a teaching cultural identity; to understand how the methodology in ERP training is developed; to examine which contents are covered in ERP; to reflect on how the teacher develops his/her pedagogical praxis. Divided in four chapters, this paper presents data analysis in seven major categories: conception of education; of human being; pedagogical praxis; observance of pedagogical praxis in the classroom; conception of continuing education; reframing of pedagogical praxis in training courses; observance of ERP in pedagogical meetings. The dialectical method allowed comprehension of the subject of study. This research was carried out in a state school in the municipality of Rondonópolis, State of Mato Grosso, Brazil, having six Second Cycle teachers as subjects. The tools to gather data were a teachers identification questionnaire, semi-structured interviews, document analysis (ERP Orientations 2011-14, ERP Proposition 2013-14 and the school PPP) and observation. Critical pedagogy taken from Freirean teachings was the theoretical basis for this study. Throughout the study, I tried to consider the relationship between theory and practice. The results have shown that pedagogical actions keep a close relationship with the teachers’ socio-cultural experiences. Eventually, its conclusion is that the teacher has education in sight in a citizen-ridden perspective as well as his/her importance in the teaching-learning process involving a critical and autonomous student. Yet, once in the classroom, some are not able to join both thought and action (theory and practice). Training in ERP, in the field of utopia, represents a space for reflection; however, data collected revealed that the school has consolidated a training course proposition that enables teachers to think about and reflect on their pedagogical praxis. Incoherence between discourse and action is a challenge to be overcome by such teachers. It is necessary to (re)build the ERP theoretical-methodological structure so that it makes sense in the studies carried out by now, in a way that these teachers be aware of the necessity of changing their pedagogical activities into pedagogical praxis.
Descrição
Palavras-chave
Citação
CANAM, Soila. A práxis pedagógica e a formação de professores na escola pública. 2015. 138 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2015.