A escrita e a leitura de professoras em contexto de formação profissional e a reflexividade pedagógica.

Abstract

This thesis aims to understand how the writing and reading movements increase pedagogical reflexivity, influencing the development of teacher professionalism. Research involves aspects related to reading and writing in general and, specifically, metacognition notebooks. The context of the study was the formation within PNAIC (National Pact for Literacy at the Right Age), in the state of Rio Grande do Sul, and the research subjects were the study advisors. The work was conducted through the following methodological procedures: (I) observations and filming of reading moments of the metacognition notebooks during PNAIC formations, (II) surveys and (III) analysis of metacognition notebooks. The understanding of professional training context and data analysis were based on principles of Gadamer’s philosophical hermeneutics in which the senses of the text and of the interpreter are valued, in view of the "fusion of horizons", wich also included theoretical concepts such as pedagogical reflexivity (Donald Schön, Kenneth Zeichner and José Carlos Libâneo), teacher autonomy (José Contreras and José Gimeno Sacristán) and openness to dialogue (Hans-Georg Gadamer). The thesis is constructed as a synthesis of the following positions: (I) self-knowledge is constructed by several movements: writing, shared reading, self-reading, built relationships and accomplished learnings; (II) the writing of the self and the reading of the self enable to experience the reflexivity in its individual and collective dimensions, especially when the participants of the formation interacted after reading the metacognition notebooks and (III) the absence or restriction of autonomy in the field of ideas hampers the experience of reflexivity, both at the individual and in the collective dimension, in the same way as the absence of the capacity for dialogue restricts the knowledge of oneself and the knowledge of the other.