Tertúlia Dialógica Pedagógica: formação permanente do professorado com base em evidências científicas
| Ano de defesa: | 2023 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): |
Braga, Fabiana Marini
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| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus São Carlos |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGE
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| Departamento: |
Não Informado pela instituição
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| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Palavras-chave em Espanhol: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://repositorio.ufscar.br/handle/20.500.14289/17694 |
Resumo: | The permanent and continuous training of teachers is a field of study that relates to different areas of knowledge based on ideological, political, social, epistemological and philosophical conceptions. In this work, the terms: permanent education and continuing education are purposely used together to demarcate the theoretical position in Freire (2015). The training movement based on scientific evidence has appeared in the reports of international organizations that directly relate the improvement of education with the quality of teacher training. Proven to be effective in the permanent and continuous formation of teachers, the dialogic Pedagogical Gathering (TDP) is a Successful Educational Action (CREA, 2015) and shows itself as a viable alternative for the dialogic formation of teachers in Brazil that seeks to unite with scientific knowledge, promoting improvement in the knowledge and social relationships of the entire school community. This doctoral thesis is based on the following research question: Can Dialogical Pedagogical Gatherings, as a dialogic training of teachers, contribute and in what way to the permanent and continued training of teachers based on scientific evidence in Brazil? As a general objective, we analyze, through transforming or excluding elements reported by the research participants, how the Dialogic Pedagogical gathering can be inserted in the context of permanent and continuous formation of teachers in Brazil, contributing to a permanent and continuous formation based on scientific evidence. Based on the framework of the Communicative Methodology (GÓMEZ et al., 2006), the investigation involved a total of 11 teachers from different regions of Brazil. To collect and deepen the data, focus groups and communicative reports were carried out. The investigation listed transforming and excluding elements in 5 categories: permanent and continuing education in the current context of teachers; the pedagogical dialogical gathering in the permanent and continuous formation of teachers; scientific training and scientific evidence in the permanent and continued training of teachers; the role of school management in the permanent and continuous training of teachers; public policy and its relationship with the permanent and continuous training of teachers. The data reveal that the egalitarian and intersubjective dialogue is a fundamental element in the TDPs and contributes to the deepening of the theoretical and scientific bases, giving autonomy and security in the teachers' pedagogical decision-making. The excluding elements reveal that the lack of dialogue with the managers, the bureaucratization and hierarchization of the courses offered and the deviation from the objectives of permanent and continuous formation are factors that create obstacles in the improvement of the formation and education offered. The final analysis between the system and the world of life (HABERMAS, 2012) reveals that the system has promoted this hierarchization and bureaucratization in training at the same time that it can contribute to offering a dialogic training. On the other hand, the world of life is capable of providing answers towards coexistence and permanent and continuous dialogical formation. |