Os desafios formativos de docente/s alfabetizador/as de um Colégio de Aplicação federal em Minas Gerais: diálogos com referenciais freireanos e possibilidades para a formação permanente em serviço

Abstract

This research is part of the Line of Educational Knowledge and Practices, of the Graduate Program in Education at the Federal University of Uberlândia, and its object of study is the training challenges of literacy teacher / s in relation to permanent training, in service, of a Federal Application College (CAp) of Minas Gerais. The problem that guided the investigation was: When dialoguing with literacy teacher mediated by Freirean principles for permanent teacher training, what formative challenges are elaborated in the movement to establish a permanent training place in service at a CAp? The objectives were: to identify, based on the dialogue with the literacy teacher / s, the formative challenges systematized in the movement to establish a place of permanent formation; apprehend what are the contributions of Freire's thought to the proposal for a process of ongoing formation; analyze the challenges and possibilities perceived by the group for the collective elaboration of a systematized training process; contribute to the proposition of possible training actions in dialogue with the group of teachers. Exploratory research with a qualitative approach, in approximation with the method of Dialectical Historical Materialism, used the technique of content analysis (BARDIN, 2002; CÂMARA, 2013) for the dialogue with the data. The investigation materialized through six Conversation Wheels anchored in the thematic research methodology (FREIRE, 2019) and in the collaborative model technique (IMBERNÓN; SUÑÉ, 2002). The main theoretical references that supported our study were Freire (1967, 1979, 1983, 1991, 1996, 2015, 2019), Campos (2017); Imbernón and Suñé (2002), Garcia (1999), Rodrigues and Esteves (1993); Rodrigues (2006), among other authors. The group of participants consisted of 11 literacy teachers from a Federal CAp. The research corpus was elaborated with testimonies from the professor / s during the conversation and field records of the researcher. The transformative praxis movement experienced allowed the group to problematize its reality, promoting the (re) knowledge of itself in the relationship with the collective, resignifying its concept of permanent formation. The analysis of the data indicated that, despite the existence of multiple spaces for several meetings in the CAp, there is no permanent training place that makes dialogue possible, which weakens the team's singular and collective identity and characterizes the different spaces as non-places. It also revealed that, although the group is dynamic and participative, the transformative praxis of ongoing formation has not been experienced, due to an overload of work and a daily activism that promotes intellectual isolation, weakens interpersonal relationships, accentuates inconsistencies of order theoretical-practical, makes collective collective reflection on practice unfeasible, making it difficult to construct transformative responses. The recognition of the relevance of training needs is not enough to make the transformative praxis effective in teacher training, as these needs need a place for problematization, constant and systematic critical reflection in the dialogical communion between peers, in order to transform them, for example. through the glimpse of the unprecedented viable, in formative challenges that mobilize and drive transformative action.