Desenvolvimento profissional docente e os processos de inovação pedagógica na escola: desafios e dilemas para professores dos anos iniciais do ensino fundamental em porto seguro – Bahia
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2022
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O presente estudo busca compreender os desafios e os dilemas enfrentados por professores
dos anos iniciais do Ensino Fundamental, em Porto Seguro – Bahia – Brasil, ao lidarem com
as demandas de processos de inovação pedagógica em seu desenvolvimento profissional. O
estudo parte da ideia de que o desenvolvimento profissional docente integra a reflexividade da
prática, o que reverbera na transformação de suas práticas pedagógicas em sala de aula. Para a
discussão, neste trabalho, elegemos três categorias teórico-analíticas: o “desenvolvimento
profissional docente”, que está relacionado com a melhoria das condições de trabalho, da
autonomia e da capacidade de ação dos professores, como um processo de desenvolvimento
ao longo da vida, superando a fragmentação de momentos formais, tanto da formação inicial,
quanto da continuada “inovação pedagógica”, a qual é associada à renovação pedagógica, à
mudança, à melhoria, e envolve diversos contextos relacionados à educação, a exemplo de
programas de ensino, escola, currículos; e “currículo”, compreendido como um conceito que
interioriza lutas simbólicas e que tem potencial de agregar uma perspectiva intercultural.
Assim, produzimos este trabalho com o objetivo de contribuir qualitativamente com as
discussões pedagógico-científicas desenvolvidas nas variadas instâncias que fomentam a
efetivação de políticas públicas para a formação de professores, visando o desenvolvimento
profissional docente. A pesquisa foi realizada no município de Porto Seguro, situado no
Extremo Sul do Estado da Bahia, Brasil, com professores dos anos iniciais do Ensino
Fundamental das escolas da rede pública municipal de ensino. A metodologia utilizada foi a
de natureza qualitativa, de caráter descritivo, recorrendo a uma triangulação de instrumentos e
procedimentos de recolha de informações, tais como análise documental, entrevistas e grupos
focais. O procedimento utilizado para a análise dessas informações foi a técnica de análise de
conteúdo de Bardin (2011). A análise das narrativas dos 12 participantes da pesquisa
evidenciou que o estímulo e investimento na inovação pedagógica no município se encontra
em restrição, visto que os 12 professores pontuam situações de faltas e ausências, o que
aponta para carências na oferta de cursos pela Secretaria Municipal de Educação, no que
tange à temática, bem como para cursos acionados pelos professores, com custos particulares,
nesta mesma área. Há pouco aprofundamento teórico sobre o que vem a ser a inovação
pedagógica e pouco espaço de trocas para movimentos e transformações em curso no
município, o que se apresenta como desafios que necessitam ser contidos ou minimizados, no
cotidiano docente. Assim sendo, é preciso avultar que, embora haja um caminho sendo
percorrido do paradigma tradicional para o emergente, isso ocorre de forma restrita,
considerando a necessidade de acompanhamento das inovações ocorrentes nos espaços
sociais, ambientais e particulares da vida humana, especificamente no âmbito educacional.
The present study seeks to understand the challenges and dilemmas faced by teachers in the early years of Elementary School, in Porto Seguro - Bahia - Brazil, when dealing with the demands of pedagogical innovation processes in their professional development. The study starts from the idea that teacher professional development integrates the reflexivity of practice, which reverberates in the transformation of their pedagogical practices in the classroom. For the discussion, in this work, we chose three theoretical-analytical categories: "teaching professional development", which is related to the improvement of working conditions, autonomy and the ability of teachers to act, as a process of development throughout the life, overcoming the fragmentation of formal moments, both in initial training and in continuous “pedagogical innovation”, which is associated with pedagogical renewal, change, improvement, and involves various contexts related to education, such as teaching programs , school, curricula; and “curriculum”, understood as a concept that internalizes symbolic struggles and that has the potential to add an intercultural perspective. Thus, we produced this work with the objective of contributing qualitatively to the pedagogicalscientific discussions developed in the various instances that promote the implementation of public policies for teacher training, aiming at the professional development of teachers. The research was carried out in the municipality of Porto Seguro, located in the extreme south of the State of Bahia, Brazil, with teachers from the early years of Elementary School in public schools. The methodology used was of a qualitative nature, of a descriptive nature, using a triangulation of instruments and procedures for collecting information, such as document analysis, interviews and focus groups. The procedure used to analyze this information was the content analysis technique by Bardin (2011). The analysis of the narratives of the 12 research participants showed that the stimulus and investment in pedagogical innovation in the municipality is restricted, since the 12 teachers punctuate situations of absences and absences, which points to deficiencies in the offer of courses by the Municipal Department of Education. Education, with regard to the theme, as well as for courses initiated by teachers, with private costs, in this same area. There is little theoretical depth about what pedagogical innovation is and little space for exchanges for movements and transformations underway in the municipality, which presents itself as challenges that need to be contained or minimized, in the teaching routine. Therefore, it is necessary to emphasize that, although there is a path being traveled from the traditional paradigm to the emerging one, this occurs in a restricted way, considering the need to follow up on innovations occurring in social, environmental and private spaces of human life, specifically in the educational scope.
The present study seeks to understand the challenges and dilemmas faced by teachers in the early years of Elementary School, in Porto Seguro - Bahia - Brazil, when dealing with the demands of pedagogical innovation processes in their professional development. The study starts from the idea that teacher professional development integrates the reflexivity of practice, which reverberates in the transformation of their pedagogical practices in the classroom. For the discussion, in this work, we chose three theoretical-analytical categories: "teaching professional development", which is related to the improvement of working conditions, autonomy and the ability of teachers to act, as a process of development throughout the life, overcoming the fragmentation of formal moments, both in initial training and in continuous “pedagogical innovation”, which is associated with pedagogical renewal, change, improvement, and involves various contexts related to education, such as teaching programs , school, curricula; and “curriculum”, understood as a concept that internalizes symbolic struggles and that has the potential to add an intercultural perspective. Thus, we produced this work with the objective of contributing qualitatively to the pedagogicalscientific discussions developed in the various instances that promote the implementation of public policies for teacher training, aiming at the professional development of teachers. The research was carried out in the municipality of Porto Seguro, located in the extreme south of the State of Bahia, Brazil, with teachers from the early years of Elementary School in public schools. The methodology used was of a qualitative nature, of a descriptive nature, using a triangulation of instruments and procedures for collecting information, such as document analysis, interviews and focus groups. The procedure used to analyze this information was the content analysis technique by Bardin (2011). The analysis of the narratives of the 12 research participants showed that the stimulus and investment in pedagogical innovation in the municipality is restricted, since the 12 teachers punctuate situations of absences and absences, which points to deficiencies in the offer of courses by the Municipal Department of Education. Education, with regard to the theme, as well as for courses initiated by teachers, with private costs, in this same area. There is little theoretical depth about what pedagogical innovation is and little space for exchanges for movements and transformations underway in the municipality, which presents itself as challenges that need to be contained or minimized, in the teaching routine. Therefore, it is necessary to emphasize that, although there is a path being traveled from the traditional paradigm to the emerging one, this occurs in a restricted way, considering the need to follow up on innovations occurring in social, environmental and private spaces of human life, specifically in the educational scope.
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Orientação: Elsa Maria Bacala Estrela
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, PEDAGOGIA, INOVAÇÃO, DESENVOLVIMENTO PROFISSIONAL, DOCÊNCIA, PEDAGOGY, INNOVATION, PROFESSIONAL DEVELOPMENT, TEACHING, EDUCATION