A formação centrada na escola e a prática pedagógica : um diálogo entre o pensado e o vivido numa escola da rede pública municipal de Sinop – MT

Abstract

This research is a result of an investigation developed within the Master Degree Program in Education of the Human and Social Sciences Institute from Federal University of Mato Grosso, in Rondonópolis city. The central question which guided this study was: “How do teachers conceive the focused-school education and its relationship with pedagogical practice?”. This research aims to analyze the pedagogical practice of the early elementary education teachers to understand the conceptions about their didactic practice and its relationship with school-focused training. This research was developed within a public school of the municipal education system from Sinop, the northern region of Mato Grosso. Five early elementary education teachers were chosen as collaborators of this investigation. They were selected according to the criteria stablished by this research. The data collection and the analysis were based on a qualitative approach through the dialectic perspective sustained by authors such as Bogdan and Biklen (1994); Rey, (2010); Trivinõs, (1987); Kosik, (1976); Gadotti, (2010); Netto, (2011); Cury, (1992); Andery, (2004) and others. This methodological choice is justified by the possibility of interpretation and comprehension of the social phenomena which allows the investigation to reach their essence through this theory. The data collection of a qualitative research requires instruments to capture the object of study’s movements. So, the instruments used in this research were: closed questionnaire, semi structured interviews, documental analysis and classroom observation. The theoretical perspective which embassy the reflections is the comprehension of education as a process of the human praxis construction. Thus, to comprehend and reflect about education and pedagogical practice, I looked for contributions from Freire’s thoughts, Freitas (2004), Gadotti (1994; 2010), Imbernón (2002; 2009), Contreras (2002), Franco (2008; 2012), Carvalho (2005; 2006), Veiga (2012; 2009; 1995; 1989) and other theorists. Their theories allowed me to understand the dialectical movement among education, formation and pedagogical practice in the construction of an educational praxis committed with human emancipation. The data analysis showed that teacher education is the main focus of the school political-pedagogical project and that teachers are aware of the importance of this formation to teaching learning process become successful. However, the idea of a school which reproduces the educational system proposed by the state still remains. Regarding pedagogical practice, the reflections evince a subtle relationship with school-focused training. The major percentage of the research objects in the courses presented a normative feature: they didn’t translate the theories within pedagogical practice in the classroom, but they reproduce formation practices defined by educational systems. Thus, the research evinces that the school-focused training needs to be rethought collectively by the subjects involved and supported by the public policies created to legislate the teacher education process.