Das práticas pedagógicas exitosas (in)visibilizadas na educação básica ao prêmio professores do Brasil: diálogo com professores/as ganhadores/as das edições 2017 e 2018

Abstract

This master's research is part of the Knowledge and Educational Practices line of the Graduate Program in Education at the Federal University of Uberlândia. as the object of study the successful pedagogical practices carried out by teachers of Basic Education in public schools. The investigation aimed to analyze the successful pedagogical practices of teachers of Basic Education in public schools, specifically in the stages of Kindergarten and Elementary School (Early Years) winners of the Brazilian Teachers Award (BTA) in the editions of 2017 and 2018, from the Ministry of Education (MOE). We carried out a bibliographic survey through the State of the Question and analyzed the information from the BTA. With a qualitative approach, through exploratory research, it was possible to analyze the pedagogical practices of five teachers working in public schools in different locations in Brazil, nationally recognized by the BTA. Based on the methodology of contente analysis proposed by Bardin (2011), we present the analyses constructed through the triangulating of data obtained through the documents available on the BTA website for the years 2017 and 2018; the semi-structured interviews conducted online with the five professors, and the questionnaire answered by four of the participants. Data analysis was based on six categories: 1) Teacher profile, their educational and professional trajectories; 2) Specificities of the pedagogical practices of the awarded teacher; 3) Educational practices, successful pedagogical practices, emancipating pedagogical practices and praxis; 4) Knowledge necessary for the educational practices of teachers in the view of the winning teachers; 5) Developments of the pedagogical practices in the lives of teachers, students, and educational institutions where the educational experiences were carried out; and 6) Contributions of initial and continuing education for the development of successful pedagogical practices. Through the dialogue with importante authors in the field of education, we highlight the successful pedagogical practice, the main concept of this instigation, as the one that transforms and, therefore, contributes to the emancipation process of the subjects involved. The successful pedagogical practice is marked by reflexivity, criticality, creativity, dialogicity, promoting the acquisition of knowledge that goes beyond the curricular contents and goes beyond the school walls, involving the surrounding community. Regarding the repercussion of the award is concerned, the professors mentioned that, they broadened their view of their profession, bringing an important recognition for their performance, besides the auspicious reverberations in the lives of the students and the school itself. On the other hand, we point out that the valuing individual pedagogical practices can hide the social problems that permeate education, as they show the teaching effort in a solitary practice, developed under conditions ofsuch scarity in the educational contexts. Thus, we defend the need to create actions and conditions for in-service training that enable teachers to abandon this solitary and self centered practice, turning to the development of emancipating pedagogical practices, carried out together with other teachers and the school community, supported by public policies concerned, with the transformation of social reality.