Formação Continuada de Professores em uma perspectiva dialógica: Letramentos, Metodologias Ativas para a ressignificação de práticas docentes

Abstract

This thesis addresses continuing teacher training as a dialogic and collaborative process, with the aim of enhancing teaching practices focused on literacy processes and the application of active methodologies in elementary education. Conducted in the context of a peripheral public school, the research had as its general objective to propose, develop and analyze the impacts of the extension project “Continuing Teacher Training: a close look at literacy, literacy and active methodologies” on continuing in-service education, promoted in partnership with the Federal University of Uberlândia (UFU). The project was developed through training meetings, focusing on the study of literacy and active methodologies, aimed at the professional development of teachers. The intention was to investigate the consequences of these training actions in the redefinition of teachers’ practices in elementary education, with regard to the reading and writing processes in school. The specific objectives included: analyzing the pedagogical perspective of elementary school teachers regarding their training and teaching practices, regarding literacy processes, as well as the use of active methodologies; planning, developing and evaluating training actions that could be performed with elementary school teachers, regarding literacy and active methodologies; investigating how the actions and reflections proposed in the training meetings reverberated in the work of elementary school teachers, pointing to possible resignifications in their teaching practices. The research was based on authors such as Paulo Freire (1987, 1991, 1996), with his conception of education as a liberating practice; Mikhail Bakhtin (2011, 2014), who emphasizes the dialogical role of language and social interaction in education; Antônio Nóvoa (1995, 2009, 2019); Libâneo (2012, 2013), and Francisco Imbernón (2010, 2011), with contributions on continuing education and the challenges of the teaching profession; literacy studies as social practice by Angela Kleiman (2005, 2007, 2010), Magda Soares (2004, 2021, 2022), Roxane Rojo (2009, 2010, 2019), Brian Street (2014); as well as knowledge from Bacich (2015, 2018), Moran (2015) and Mill (2021) on the theories surrounding active methodologies in education. This is an action research study following the guidelines of Burns (2015), which encompass steps and cycles of planning, action, observation and reflection, allowing the researcher and teachers to jointly investigate and transform their pedagogical practices. The continuing education sessions were designed as dialogic spaces held within the school, inspired by active methodologies and dialogic reflective practice, in which teachers could discuss essential topics such as literacy and literacy education, the application of active methodologies and the redefinition of their teaching practices, as well as their role as teachers. The sessions also sought to articulate theory and practice, promoting a collective construction of knowledge that recognizes the specificities and demands of the school context. The results of the research highlight that in-service continuing education, associated with extension practices, provided a space for learning and critical reflection, giving teachers the opportunity to redefine their teaching practices. The research concludes that dialogic, situated and collaborative continuing education in the school context is a strategy that can contribute to improving educational practices, promoting the construction of a reflective and active approach. This teacher education model helps teachers develop more inclusive and engaged practices with their students, focused on literacy and that favor active methodologies.