Entre o programa delineado e a formação (des)dobrada: movimentos (trans)formativos do PNAIC-UFPel

Abstract

This research describes and analyzes how (trans)formative movements occur between teachers, within the scope of the continued training of the National Pact for Literacy at the Right Age conducted by the Federal University of Pelotas. From a methodological point of view, this is a qualitative research, based on the principles of a hermeneuticinterpretive approach (GADAMER, 2015, GRAUE, 2003). The analysis of pedagogical and official documents produced during the development of the program (policy texts, bibliographic productions, training plans and reports) is carried out using the interpretative analysis method, having two axes of analysis, the outlined program and training (un)folded. The training is analyzed from the intellectual dimension, assuming the position that teachers carry out movements of (trans)formation of the outlined program and develop forms of teaching based on study, reading and writing. In turn, the relational and interactional dimension emphasizes the potential of dialogue between School and University as an enabler of between-places that generate fruitful training processes. As results of this research, tensions, principles and references are presented (MEIRIEU, 2OO2). The first tension is established between the lack of space guaranteed institutionally and via education systems for training and the space created by teachers and provided by the training program. The second tension is created between the provision of scholarships for teachers understood as an element of appreciation, on the other hand, not impacting their teaching career. The third tension is established between the conception of the program that recognizes teachers as inventive, but producing a contradiction by establishing a logic of performance and curricular standardization. The fourth tension occurs between the resistance of several teachers to engage in the training process and the commitment of the trainers and study advisors to reverse this resistance. A fifth tension is the relationship between the training program and the obstacles that occurred in implementing the policy. The first principle is that understanding is more important than doing, which does not make doing unnecessary. The second principle requires moving from superficiality to depth in the training process. The third principle is that the process of continuing education is an individual and collective movement. The first reference that remains as a legacy is the dialogue and the democratic principle that permeated the construction of the policy and the program. The second reference is the rapprochement between communities of teacher trainers and the community of teachers (NÓVOA, 2009). The third reference is to enable training spaces that allow creating strangeness with what is familiar and naturalized. Thus, the thesis supported is that the training space constructed between school and University went beyond the outlined program in a training that (un)folds itself, because, by building this space-between, teachers reconstruct the training process, engendering movements of transformation by assuming forms of teaching based on study, reading, writing, relationships and interaction between peers.