Brasil e Portugal : a voz do professor: da narrativa à prática – um caso português
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Data
2016
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Editora
University of Lusophone Humanities and Technology
Resumo
Numa parceria entre pesquisadores brasileiros e portugueses foi desenvolvido um programa de formação/ação/investigação num Agrupamento de Escolas em Portugal, inserido num TEIP, para a experimentação de um programa de Formação Contínua com catorze professores do 2º e 3ª Ciclo, em contexto profissional, cujo objetivo geral é interpretar a ressignificação da aprendizagem do docente como pesquisador da sua prática pedagógica. Este artigo incide sobre a discussão crítica das narrativas do professor em relação ao seu processo de aprendizagem e a possibilidade de desenvolvimento da sua prática docente. O método utilizado sustenta-se na Fenomenologia Hermenêutica e foram utilizados na pesquisa diferentes instrumentos: entrevista semiestrututadas, registos de observação dos encontros, memoriais, diários de ações e inquéritos por questionário. No tratamento da informação privilegiou-se a análise de conteúdo, efetuada através do software de análise denominado WebQda e a análise quantitativa o software SPSS 17. Os resultados advêm da triangulação dos instrumentos e técnicas utilizadas e considera-se como uma das principais conclusões desta investigação o reconhecimento da possibilidade do docente se entender como um pesquisador da sua prática pedagógica. Os professores observados revelaram um importante envolvimento na relação interpessoal durante os encontros de formação e uma forte consciência crítica na concretização das atividades realizadas no âmbito da sua ação pedagógica.
Brazilian and Portuguese researchers entered a partnership whereby they developed an education/action/investigation program applied to a Group of Schools in Portugal within TEIP (Priority Intervention Education Territories in Matosinhos) in order to test a Continuous Education program. It involved fourteen teachers of the 2nd and 3rd Cycle within their professional environment, where the overall goal was to interpret the teacher’s reconceptualization of how he or she learn as a researcher of their own teaching practice. This article addresses the critical discussion of the teacher’s narrative about his or her learning process and the probability of applying it to their teaching. The applied method was based on Hermeneutic Phenomenology and employed different study tools, i.e. semi-structured interviews, records of observations from meetings, specifications, logbooks and questionnaires. Information underwent content analysis by software WebQda, and quantitative analysis was carried out by software SPSS 17. Results are obtained by doing the triangulation of the tools and techniques used; one of the most significant conclusions of this study is acknowledging the possibility of the teacher perceiving him or herself as a researcher of their teaching practice. The teachers that took part in the study showed they were strongly engaged in the interpersonal relationship during the learning meetings and had a high level of critical awareness in relation to activities endeavored within the scope of their teaching practice.
Brazilian and Portuguese researchers entered a partnership whereby they developed an education/action/investigation program applied to a Group of Schools in Portugal within TEIP (Priority Intervention Education Territories in Matosinhos) in order to test a Continuous Education program. It involved fourteen teachers of the 2nd and 3rd Cycle within their professional environment, where the overall goal was to interpret the teacher’s reconceptualization of how he or she learn as a researcher of their own teaching practice. This article addresses the critical discussion of the teacher’s narrative about his or her learning process and the probability of applying it to their teaching. The applied method was based on Hermeneutic Phenomenology and employed different study tools, i.e. semi-structured interviews, records of observations from meetings, specifications, logbooks and questionnaires. Information underwent content analysis by software WebQda, and quantitative analysis was carried out by software SPSS 17. Results are obtained by doing the triangulation of the tools and techniques used; one of the most significant conclusions of this study is acknowledging the possibility of the teacher perceiving him or herself as a researcher of their teaching practice. The teachers that took part in the study showed they were strongly engaged in the interpersonal relationship during the learning meetings and had a high level of critical awareness in relation to activities endeavored within the scope of their teaching practice.
Descrição
Revista Lusófona de Educação
Palavras-chave
ENSINO BÁSICO 1º CICLO, BRASIL, PORTUGAL, EDUCAÇÃO, FORMAÇÃO CONTÍNUA, APRENDIZAGEM, PROFESSORES, PRÁTICAS PEDAGÓGICAS, PRIMARY EDUCATION, BRAZIL, EDUCATION, CONTINUING EDUCATION, LEARNING, TEACHERS, PEDAGOGICAL PRACTICES
Citação
Portilho, E, Cosme, A, Lemos, M D F & Correia, F 2016, 'Brasil e Portugal : a voz do professor: da narrativa à prática – um caso português', Revista Lusófona de Educação.