Formação e desenvolvimento profissional a partir da prática docente: perspectivas das professoras de educação básica.

Abstract

This research work sought to investigate whether (as) teachers who work in the early years at a basic education school in the municipality of Pelotas / RS understand their pedagogical practices as a possibility for training and professional development. Qualitative research, with data collected through semi-structured interviews with four teachers, allowed us to take a look at their conceptions about training, the choices they make to teach, the school and their pedagogical practices to constitute a space for their professional development. We take the professional development of teachers as a process that develops throughout their careers and that permeates personal and professional aspects and pedagogical practice, as a social and educational practice that can enable the training and professional development of teachers. The data analysis carried out through content analysis was supported by theoretical references from Marcelo García (1999), Souza (2016), Franco (2012), Day (2001) and Nóvoa (1992), among others. We observed that the interviewees understand their pedagogical practices as social practices in the sense of valuing the relationship they establish with their students. We found that they perceive that “experience” can be one of the main drivers of the training and professional development process, however, we observed that this perspective does not appear among their objectives during the development of their practices. It is concluded that for the pedagogical practice to be constituted in a consistent formative process and of professional development, it is necessary that there is a reformulation and an expansion of the meaning that is attributed to it, with the transcendence of the understanding of the pedagogical practice just as the exercise education and training as a dimension restricted to theory.