Diálogos formativos com professores do município de Itanhaém – SP: Desafios e (re)descobertas através de um projeto de formação continuada em ATPCs
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Data
2016-08-30
Autores
Vilela, Tainá da Rosa [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho relata e discute a tentativa de um projeto de formação de professores em horário de Aula de Trabalho Pedagógico Coletivo (ATPC). O projeto foi realizado com 42 professores de duas escolas da rede pública de ensino do município de Itanhaém – SP, a saber: uma escola urbana, de porte médio, localizada no centro da cidade e uma pequena escola rural. Foram envolvidos neste projeto 29 professores dos anos finais do ensino fundamental (6º a 9º ano) na escola urbana e 13 professores entre os anos iniciais e finais do ensino fundamental (1º ao 9º ano) na escola rural. Os trabalhos junto aos professores foram desenvolvidos durante o ano de 2014 entre os meses de março e agosto, mensalmente, em cada uma das escolas envolvidas. Contou-se também com uma palestra concedida pelo Professor Antonio Camargo (Depto. de Ecologia – UNESP/Rio Claro) e uma “saída a campo” por alguns rios da Bacia Hidrográfica do Rio Itanhaém, no mês de setembro. A escola rural contou com novo encontro no mês de novembro do referido ano e na escola urbana foram realizadas três entrevistas semiestruturadas com três professores ao final do projeto. Outros dados foram coletados ao longo dos encontros através de vídeos, áudios, textos produzidos pelos sujeitos, anotações em caderno de campo, e um questionário aplicado aos docentes da escola urbana. O referido curso possuía como temática a Bacia Hidrográfica do Rio Itanhaém, contudo pretendia, mais do que fornecer conhecimentos prontos, promover um levantamento daquilo que trazem estes professores a respeito das suas próprias vivências, histórias e conhecimentos; procurando assim, contribuir para a construção coletiva do significado destes conhecimentos. Neste trabalho são apresentadas reflexões a respeito da relação dos professores com o ambiente local e sobre como os mesmos compreendem a “ciência”, dialogando-as com os obstáculos encontrados na efetivação de processos de formação continuada em horário de trabalho dos professores. Aponta-se também para as possibilidades e desafios da construção de propostas coletivas inseridas no ambiente escolar. A perspectiva teórico-metodológica utilizada esteve baseada na Pesquisa Participante de Brandão (1999), e como auxílio metodológico de exploração, orientou-se pelo Paradigma Indiciário de Ginzburg (2012). Os dados sugerem que a constante rotatividade dos professores em diferentes cidades e escolas provoca uma fragmentação relacionada ao espaço que se apresenta como obstáculo para trabalhos relacionados à iniciativa para atuações locais. Além disso, sugerem que estes professores percebem a “ciência” como conhecimentos prontos, não levando em consideração seus processos e meios de construção, assim como mistificam o papel da universidade. Contudo os dados também revelam o anseio destes professores por melhores condições de trabalho e maiores espaços coletivos e de diálogo dentro da escola, que sob contextos específicos, poderiam vir a ser disparadores de atuações coletivas. Por fim, a escola como local de formação foi percebida neste caso, ainda como uma instância que cede pouco espaço-tempo ao diálogo, necessitando ser repensada sob diversos aspectos, desde a política externa que a organiza até sua gestão interna, a qual deve pautar-se em atividades mais coletivas e politicamente situadas.
This paper describes and discusses the trial of a teacher training project in Pedagogic Collective Work during Class hours (PCWC). The project was carried out with 42 teachers from two schools in the public school system in the city of Itanhaém - SP, namely an urban school, mid-size, located in the city center and a small rural school. Twenty nine teachers from the final years of elementary school (6th to 9th grade) teaching at the urban schools and 13 teachers from the initial years and the end of primary school (1st to 9th grade) in rural school were involved in this project. The work with the teachers was developed during 2014 from March to August, monthly, in each of the schools involved. It also counted with a lecture given by Professor Antonio Camargo (Department of Ecology. - UNESP / Rio Claro) and an “output field” to visit some rivers of the River Basin Itanhaém, in September. We had another meeting in the rural school in November of that year and we have had three semi-structured interviews with three teachers at the end of the project in urban school. Other records were collected during the meetings through videos, audios, texts produced by the subjects, notes in a diary, and a questionnaire applied to the teachers of urban school. This course had as its theme the Itanhaém River Basin, however intended, more than ready to provide knowledge, promote a survey of what these teachers bring about their own experiences, stories and knowledge; thus seeking to contribute to the collective construction of the meaning of this knowledge. This research presents reflections on the relationship between teachers and the local environment and how they understand "science", dealing with the obstacles they found in the execution of continuing education processes during working hours. It also points out the possibilities and challenges of building collective proposals in the school environment. The theoretical and methodological approach was based on the “Pesquisa Participante” of Brandão (1999). The “Paradigma Indiciário” of Ginzburg (2012) was also used as a methodological aid exploration. The results suggest that the constant rotativity of the teachers who work in different cities and schools causes a fragmentation related to the space and this fact appears to be an obstacle for works related to the initiative for local approaches. Also, they suggest that these teachers consider "science" as ready knowledge, not taking into account the processes to produce science, as well as mystify the role of the university. By the other hand, it also shows the desire of these teachers for better working conditions, better collective spaces and the possibilities of improving the dialogue within the school. Considering specific contexts, they could become triggers of collective performances. Finally, results show that teachers do not feel the school as a place of training and perceive it as a local with little room for dialoguing. The school as a place of continuing education of teachers needs to be rethought in several aspects, such as foreign policy that organizes and internal management of school. These instances should have their focus on collective and politically situated school activities.
This paper describes and discusses the trial of a teacher training project in Pedagogic Collective Work during Class hours (PCWC). The project was carried out with 42 teachers from two schools in the public school system in the city of Itanhaém - SP, namely an urban school, mid-size, located in the city center and a small rural school. Twenty nine teachers from the final years of elementary school (6th to 9th grade) teaching at the urban schools and 13 teachers from the initial years and the end of primary school (1st to 9th grade) in rural school were involved in this project. The work with the teachers was developed during 2014 from March to August, monthly, in each of the schools involved. It also counted with a lecture given by Professor Antonio Camargo (Department of Ecology. - UNESP / Rio Claro) and an “output field” to visit some rivers of the River Basin Itanhaém, in September. We had another meeting in the rural school in November of that year and we have had three semi-structured interviews with three teachers at the end of the project in urban school. Other records were collected during the meetings through videos, audios, texts produced by the subjects, notes in a diary, and a questionnaire applied to the teachers of urban school. This course had as its theme the Itanhaém River Basin, however intended, more than ready to provide knowledge, promote a survey of what these teachers bring about their own experiences, stories and knowledge; thus seeking to contribute to the collective construction of the meaning of this knowledge. This research presents reflections on the relationship between teachers and the local environment and how they understand "science", dealing with the obstacles they found in the execution of continuing education processes during working hours. It also points out the possibilities and challenges of building collective proposals in the school environment. The theoretical and methodological approach was based on the “Pesquisa Participante” of Brandão (1999). The “Paradigma Indiciário” of Ginzburg (2012) was also used as a methodological aid exploration. The results suggest that the constant rotativity of the teachers who work in different cities and schools causes a fragmentation related to the space and this fact appears to be an obstacle for works related to the initiative for local approaches. Also, they suggest that these teachers consider "science" as ready knowledge, not taking into account the processes to produce science, as well as mystify the role of the university. By the other hand, it also shows the desire of these teachers for better working conditions, better collective spaces and the possibilities of improving the dialogue within the school. Considering specific contexts, they could become triggers of collective performances. Finally, results show that teachers do not feel the school as a place of training and perceive it as a local with little room for dialoguing. The school as a place of continuing education of teachers needs to be rethought in several aspects, such as foreign policy that organizes and internal management of school. These instances should have their focus on collective and politically situated school activities.
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Palavras-chave
Formação de professores, Trabalho coletivo, Educação ambiental, Noções de ciência, Teacher training, Collective work, Environmental education, Science notions