Base da formação do professor: análise bibliográfica do conhecimento, prática e engajamento profissional na profissionalização do ensino
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Data
2022-01-31
Autores
Stein, Renata Frigeni
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa situa-se no campo de formação de professores com enfoque para a base de conhecimentos do professor multidisciplinar do Ensino Básico, licenciado em Pedagogia para atuar na Educação Infantil e Ensino Fundamental I anos iniciais. A perspectiva da Profissionalização do Ensino é um eixo transversal nesse trabalho à medida que se propõe analisar as três dimensões da competência profissional destacando o conhecimento, a prática e o engajamento profissional de professores. Neste contexto apresentou como problema de estudo a seguinte questão: quais são os elementos dos conhecimentos e das práticas profissionais que contribuem para a base de formação e auxiliam no engajamento profissional? Assim teve como objetivo geral investigar os elementos da base de conhecimentos que fundamentam a formação, a prática e o engajamento profissional do professor multidisciplinar da Educação Básica. Especificamente buscou-se: (a) identificar e analisar a base de conhecimentos de formação encontradas no Banco de teses e dissertações da CAPES e na Literatura; e, (b) analisar os conhecimentos propostos na Base Nacional Curricular de Formação de Professores e nas políticas docentes de formação da atualidade. Metodologicamente optou pela pesquisa qualitativa, estudo exploratório, envolvendo o estudo bibliográfico e como técnicas análise documental, consulta ao Catálogo de teses e dissertações da CAPES e análise de conteúdo. A produção dos dados foi organizada em três eixos: (a) Políticas de formação e profissionalização docente; (b) Formação de professores: produção literária no campo da docência como profissão; (c) Catálogo de teses e dissertações da CAPES. Entre os resultados destacamos: 1) As políticas de formação em sua operacionalização apresentam descompassos entre os discursos e a efetivação, oscilando entre avanços e retrocessos no campo da formação de professores, sendo mais bem explicitadas na metáfora do zigue-zague e ou na metáfora do pêndulo. 2) O aporte teórico apontou a necessidade da formação continuada e ou formação em serviço caminhar para uma articulação efetiva entre a formação universitária (conhecimentos universitários) e o campo de atuação (saberes profissionais) na parceria entre Universidade e Escola, visando a profissionalização dos professores, bem como de uma base de conhecimentos que explore o conhecimento profissional docente no que se refere ao tacto pedagógico e discernimento, visando tomar uma posição. 3) No trabalho de consulta ao banco de teses e dissertações da CAPES (2002-2019), vinculado ao professor da Educação Infantil e Primeiros Anos do Ensino Fundamental, trabalhou-se com os temas Conhecimento Profissional (CO-PRO), Prática Profissional (PRA-PRO) e Engajamento Profissional (ENGA-PRO), emergindo alguns elementos que podem caracterizar essa Base da Formação, como: 3.1 - PRA-PRO: a aprendizagem da docência, a identidade profissional, as fontes dos saberes docentes, formação continuada, dispositivos de formação e ou controle para a reflexão, PIBID - prática de iniciação, carência de conhecimentos, dificuldades na ação cotidiana; 3.2 - CO-PRO: o caráter biográfico da identidade profissional, bem como a importância do “outro social”, processo de socialização e formação continuada; 3.3 - ENGA-PRO: ressignificação da prática e autoformação. Concluímos que as políticas formativas se utilizam de elementos da literatura do campo em seu discurso, mas sua efetivação depende de outros fatores que podem, muitas vezes, serem distorcidos na sua operacionalização. A Base de formação do professor multidisciplinar da Educação Básica é plural; está em constante construção; insere-se na formação continuada, visando o desenvolvimento profissional docente; exige a assunção de um compromisso moral/social com os alunos, mas também com os pares e com a sociedade no exercício de uma profissionalidade docente; mas também depende de tomadas de posição no sentido de se formar e agir por uma profissão, educação.
The present research is located in the field of teacher training with a focus on the knowledge base of the multidisciplinary teacher of Basic Education, licensed in Pedagogy to work in Early Childhood Education and Elementary School I early years. The perspective of Teaching Professionalization is a transversal axis in this work as it proposes to analyze the three dimensions of professional competence, highlighting the knowledge, practice and professional engagement of teachers. In this context, the following question was presented as a study problem: what are the elements of professional knowledge and practices that contribute to the basis of training and help in professional engagement of teachers? Thus, the general objective was to investigate the knowledge base that underlies the training, practice and professional engagement of the multidisciplinary teacher of Basic Education. Specifically, we sought to: (a) identify and analyze the training knowledge base found in the CAPES Theses and Dissertations Bank and in Literature; and, (b) to analyze the knowledge proposed in the National Curricular Base for Teacher Training and in current teacher training policies. Methodologically, it opted for qualitative research, exploratory study, involving the bibliographic study and a techniques of document analysis, consultation of the CAPES Theses and Dissertations Catalog and content analysis. The production of data was organized into three axes: (a) Policies for teacher training and professionalization; (b) Teacher training: literary production in the field of teaching as a profession; (c) Catalog of CAPES theses and dissertations. Among the results we highlight: 1) The training policies in their operationalization present mismatches between the discourses and the effectiveness, oscillating between advances and setbacks in the field of teacher training, being better explained in the zigzag metaphor and or in the pendulum metaphor. 2) The theoretical contribution pointed out the need for continuing education and/or in-service training to move towards an effective articulation between university education (university knowledge) and the field of action (professional knowledge) in the partnership between University and School, aiming at the professionalization of teachers , as well as a knowledge base that explores professional teaching knowledge with regard to pedagogical tact and discernment, with a view to taking a stand. 3) In the work of consulting the CAPES theses and dissertations bank (2002-2019), linked to the Early Childhood Education and Early Years of Elementary School teacher, the themes Professional Knowledge (CO-PRO), Professional Practice ( PRA-PRO) and Professional Engagement (ENGA-PRO), emerging some elements that can characterize this Training Base, such as: 3.1 - PRA-PRO: teaching learning, professional identity, sources of teaching knowledge, continuing education, training and/or control devices for reflection, PIBID - initiation practice, lack of knowledge, difficulties in daily action; 3.2 - CO-PRO: the biographical character of professional identity, as well as the importance of the “social other”, socialization process and continuing education; 3.3 - ENGA-PRO: re-signification of practice and self-training. We conclude that training policies use elements of field literature in their discourse, but their effectiveness depends on other factors that can often be distorted in their operationalization. The Basic Education multidisciplinary teacher training base is plural; is under constant construction; it is part of continuing education, aiming at the professional development of teachers; it demands the assumption of a moral/social commitment with students, but also with peers and society in the exercise of teaching professionalism; but it also depends on taking positions in the sense of forming and acting for a profession, education.
The present research is located in the field of teacher training with a focus on the knowledge base of the multidisciplinary teacher of Basic Education, licensed in Pedagogy to work in Early Childhood Education and Elementary School I early years. The perspective of Teaching Professionalization is a transversal axis in this work as it proposes to analyze the three dimensions of professional competence, highlighting the knowledge, practice and professional engagement of teachers. In this context, the following question was presented as a study problem: what are the elements of professional knowledge and practices that contribute to the basis of training and help in professional engagement of teachers? Thus, the general objective was to investigate the knowledge base that underlies the training, practice and professional engagement of the multidisciplinary teacher of Basic Education. Specifically, we sought to: (a) identify and analyze the training knowledge base found in the CAPES Theses and Dissertations Bank and in Literature; and, (b) to analyze the knowledge proposed in the National Curricular Base for Teacher Training and in current teacher training policies. Methodologically, it opted for qualitative research, exploratory study, involving the bibliographic study and a techniques of document analysis, consultation of the CAPES Theses and Dissertations Catalog and content analysis. The production of data was organized into three axes: (a) Policies for teacher training and professionalization; (b) Teacher training: literary production in the field of teaching as a profession; (c) Catalog of CAPES theses and dissertations. Among the results we highlight: 1) The training policies in their operationalization present mismatches between the discourses and the effectiveness, oscillating between advances and setbacks in the field of teacher training, being better explained in the zigzag metaphor and or in the pendulum metaphor. 2) The theoretical contribution pointed out the need for continuing education and/or in-service training to move towards an effective articulation between university education (university knowledge) and the field of action (professional knowledge) in the partnership between University and School, aiming at the professionalization of teachers , as well as a knowledge base that explores professional teaching knowledge with regard to pedagogical tact and discernment, with a view to taking a stand. 3) In the work of consulting the CAPES theses and dissertations bank (2002-2019), linked to the Early Childhood Education and Early Years of Elementary School teacher, the themes Professional Knowledge (CO-PRO), Professional Practice ( PRA-PRO) and Professional Engagement (ENGA-PRO), emerging some elements that can characterize this Training Base, such as: 3.1 - PRA-PRO: teaching learning, professional identity, sources of teaching knowledge, continuing education, training and/or control devices for reflection, PIBID - initiation practice, lack of knowledge, difficulties in daily action; 3.2 - CO-PRO: the biographical character of professional identity, as well as the importance of the “social other”, socialization process and continuing education; 3.3 - ENGA-PRO: re-signification of practice and self-training. We conclude that training policies use elements of field literature in their discourse, but their effectiveness depends on other factors that can often be distorted in their operationalization. The Basic Education multidisciplinary teacher training base is plural; is under constant construction; it is part of continuing education, aiming at the professional development of teachers; it demands the assumption of a moral/social commitment with students, but also with peers and society in the exercise of teaching professionalism; but it also depends on taking positions in the sense of forming and acting for a profession, education.
Descrição
Palavras-chave
Base de formação, Profissionalização docente, Competências profissionais, Educação Básica, Basic education, Professionalization, Professional competencies