A escola como espaço formador de professores: um estudo sobre interações e possibilidades do exercício da docência

Abstract

The experience of a school located in the periphery of a region called Baixada Fluminense (near Rio de Janeiro), where the daily challenges mobilize the teachers to the collective construction of the PPP (Political Pedagogical Project), brought about the achievement of this work. The present research investigated the possible relations established between the continuous formation constructed in the school and the gathering of teacher s knowledgment, as the path to the elaboration of an emancipator PPP. It has as theoretic references: 1 The contribution of Novoa about the school as a privileged locus of teacher s formation, builder of new understandings of educational processes and teacher s profissionalization., 2- Contreras s analysis about educational autonomy and the need for teachers thoughts about the political purpose that inspires their action, 3- The recognition of the knowledgment elaboration by teachers in the creation of their work and the need of a new epistemology of the profession focused in human interaction, as per Tardif. It tried to uncover the conception of the actual continuous formation, apprehend the meanings of this process by the teachers of this school and their effects on the educational work. It was handled as an ethnographical case study applied to Education, with a qualitative methodological approach, structured in bibliographical research, meeting observations of the continuous formation, documental analysis, oral reports and individual partially structured interviews. It was asked to teachers about the characteristics of the proposal of continuous formation at the school, its organization, management and the effects on daily work. The analysis allowed to verify some elements that define the characteristics of this school: search for democratical management, interactive teaching work and the effects of these processes in the build up of the PPP, based on the commitment with pupils and the community. In this way it emphasizes the importance of considering this school as a significant locus of continuous formation since its the place where the teachers build, rebuild, mobilize, express and interact the diversified knowledgment that will permit the specificity, the signification and the attribution of the senses of their educational action, becoming the constitution of their professionalization.