O processo de formação centrado na escola : o contexto de uma unidade educativa de Sinop-MT

Abstract

The present production discusses a research which resulted from dialogue and study in the scope of master’s in Education, linked to the Graduate Program in Education of the Institute of Human and Social Sciences of the Federal University of Mato Grosso, University Campus of Rondonópolis (PPGEdu/ICHS/UFMT/CUR). The central issue which involves the problematic of the research was: “How is the teacher education in school developed and what is the contribution of this education in the redimensioning of the pedagogical practice of the teacher in the classroom?”. As main objective, the research intends to investigate if the teacher education centered in the school favors the analysis and the reflection by the teachers and the contribution in the redimensioning of the pedagogical practice in the school context. This investigative task was developed in a public school of the Municipal Teaching System of Sinop, Mato Grosso, having as subject participants five teachers of first to fifth grade of basic education, being one from each class, since fourth and fifth grade develop activities with more than one teacher. For the data analysis, the research presents a qualitative approach in a dialectical perspective, based on authors like Konder (2008), Bogdan and Biklen (1994), Oliveira (2016), Rodriguez (2014), having as possibility the comprehension of the social phenomena, in a movement capable of enabling and reaching the research core. The instruments utilized for the realization of this study, in an attempt of learning the movement of the object of study, were the semi structured interview, the documental analysis, the direct observation in the classroom and the moments of teacher education which happen in the school. The education is here studied in a liberating, progressive, critical/conscious perspective in a direction of the praxis. In the face of such conception, authors which contributed with the dialogue in order to comprehend education, teacher education and pedagogical practice are presented: Franco (2012), Freitas (2004), Paro (2008), Godoy (2009), Carvalho (2005; 2017), Veiga (2009), Brandão (1982), Imbernón (2009; 2016), Freire (1977; 1996; 2001), among others, who defend teacher education in the particular context of practice, in a reflexive process from the reality to the human praxis. The school which hosted the research has a project of education in which the studies have the collaboration of teachers from the Education and Language Faculty (FAEL) of the State University of Mato Grosso (UNEMAT). The data pointed out that the teachers are conscious of how much the teacher education in the school is important, for subsidizing the reflection of the pedagogical practice. Therefore, even though they admit the existence of gaps, they attribute the changes in their practice to the teacher education centered in the school, which enables reflection, evaluation and organization of the pedagogical work from their concrete reality. However, the demand of the documents sent by the Department subtracts time of study and discussions, and little is left for the further development of what refers to pedagogical practices. In this respect, there is the need of a restructuring capable of favoring a configuration of teacher education centered in the school in a permanent perspective and which can provide the self-development of the individuals.