Aspectos e fundamentos de protagonismo e coletividade docente na formação continuada Macromissioneira

Abstract

This thesis text presents an investigative study on the formative process of the Inter-institutional Program of Continuing Education of the Education Workers of the Macromissioneira Region − Northwest of the State of Rio Grande do Sul, with the objective of specifying and substantiating aspects of knowledge that underpin processes of continuing education of teachers, tensing the limits of knowledge regarding the senses and meanings attributed to the protagonism and collectivity of the subjects in training, in face of the constitution of their own teaching identity. The research is qualitative in nature and its methodological path was the case study. As a source of research, empirical materials produced in the course of the process of Continuing Macromissioneira Training were used, from the previous movements that gave rise to it, to the publication of a physical book and an e-book, with texts produced by the participants. The process of construction and analysis of the data was inspired by the principles and assumptions of Textual Discourse Analysis, according to Moraes and Galiazzi (2011), focusing on the identification of perceptions expressed by the participants, about the teaching leadership and collectivity as central categories that characterize the continuing education constitutive of teaching. For the category of teacher protagonism, two subcategories were built: (i) critical and interactive reflection among peers and (ii) emancipation and teacher identity. For the collectivity category, two subcategories were also built: (i) sociocultural interaction and (ii) uniqueness of reflective practice in collectivity. As a research result, aspects and fundamentals were highlighted that signal the need and importance of developing continued teacher education, based on permanent collective interaction, mediated by reflective and critical reports about the practice at school, with progressive transformations of theories and practices that reconstitute the teacher's identity.