A política de formação docente na escola : concepções dos professores de Biologia da Rede Estadual de Ensino em Rondonópolis – MT

Abstract

This research is placed in the educational field, in the area of Human and Social Sciences, linked to the Postgraduate Program of the Federal University of Mato Grosso. This work was developed in Schools of the State Educational District in the city of Rondonópolis/MT, with five teachers of Biology. The study aimed at responding the following research problem: How do the Biology teachers conceive the policies of teacher education in MT through education centered in school? The main objective was to investigate the conceptions of the Biology teachers regarding the policies of teacher education in Mato Grosso from the education centered in school. Four specific objectives were outlined: 1) Analyze documents which pervade the educational processes (Guidelines of Teacher Education in the state of Mato Grosso, Project of Education of the School, Political Pedagogical Project); 2) Investigate how the Biology teachers conceive education centered in school for the improvement of their practice; 3) Analyze if the themes studied during the education contribute to improve the praxis of these teachers; 4) Comprehend what is the conception that these teachers have in relation to education, individual and society. I assume the qualitative approach in this research. The study was woven in light of the dialectic and the phenomenology, method that investigates and interprets reality in movement of praxis, from the world lived by individuals in their social contexts, in this case, school. Authors like Kosik (1976), Triviños (1987), Bogdan and Biklen (1994), Freire (2011), Chizzotti (2008), Bicudo (2011) subsidized this study. For the research of type state of knowledge, I reported myself, to the studies of Ferreira (2002), Romanowski and Ens (2006). To approach democratic administration, I subsidized myself on Freire (2007), Paro (2007), Drabach (2018), Costa and Domiciano (2020), Domiciano, Cossetin and Drabach (2021). To discuss Education centered in school, I based myself on the theoretical assumptions of Carvalho (2019), Imbernón (2009; 2010a; 2010b; 2016), while the Organization of the pedagogical work based on the thoughts of Paro (2012), Ferreira and Fuentes (2017). To weave on the Policy of Education of Mato Grosso and CEFAPRO, I dialogue with Rocha (2010), Cunha and Garske (2018). For the realization of this study, I utilized as data collection instruments: analysis of documents that pervade the educational processes, semi structured interviews and bibliographic research. The results evidenced a policy of teacher education that imprints as synonym of quality reaching indexes on external and internal assessments, conceptions much different than those presented by the teachers who long for a more human education. The study demonstrated that the policy of teacher education of MT, by prioritizing school as center of educational processes, arose a model much accepted by teachers for being based on concrete reality. The teachers comprehend the importance of the education centered in school for the improvement of the individual, collective and institutional development, as well as the performance of CEFAPRO. However, in practice, the policy of education and the relation with the conceptions of the Biology teachers are permeated by antagonism and contradictions.