Formação continuada de professores do ensino médio: uma construção coletiva

Abstract

This research aims to "characterize and analyze the continuing education process thought and built with and by high school teachers at Santa Vitória do Palmar State College". Teachers and management team participated in the research, accounting for a total of 29 participants. From the methodological point of view, this is a qualitative research, which followed the collaborative action research perspective. The instruments used for data production were questionnaires, field diery, video recordings, the writings videos recordings chats and whatsappgroup.The research had some changes in relation to data production, which occurred through digital tools and virtual platforms, due to the physical distance caused by the Covid-19 pandemic. To interpret and analyze the data, the Textual Discourse Analysis (TDA) was used and was developed in three metatexts: "The political context and its impacts on continuing education and teacher work developed at the school", "The continuing education and its collective construction process: a viable alternative" and "From continuing education of the "others" to building the protagonist education of the "we". The education proposal of horizontal collective construction was planned, developed, and evaluated by the participating teachers themselves. The development of the included study groups, with the co-authorship of the participants and collaboration of teacher researchers from outside the school, from college and basic education. The horizontal collective education contributed with empowerment and encouragement to carry out the formative process, in the face of an unprecedented context, with the COVID-19 pandemic, that caused and continues to cause so many fears and anguishes. The education was configured in an existential and social character, loaded with feelings that touched and drove to the will to continue. It Affected and stiredemotions, building a space of collective harmony and closeness, necessary for a moment so hard and so full of distance. The participating teachers took on responsibilities, were protagonists of the produced space to place themselves and their sayings, because it was a work in which they decided what and how to do, what to discuss, configuring themselves in a process of authorship. Thus, I present the thesis that the more collective and less hierarchical education contributed to the sharing of experiences, mobilization and construction of knowledge, which corroborates the protagonism of teachers in producing the educational process.