Desenvolvimento profissional, formação stricto sensu e seus desdobramentos no exercício da docência de professores/as da educação básica: uma abordagem freireana

Abstract

The general objective of this study was to analyze, in the professional development of Basic Education teachers in the city of Itapetinga-BA, stricto sensu training and the consequences of this process in the teaching practice, based on the principles of Freire's Pedagogy. As specific objectives, the following were listed: i) to get to know teachers with stricto sensu training in the city of Itapetinga-BA and their socio-historical contexts of professional development; ii) relate the professional development of Basic Education teachers in Itapetinga-BA with stricto sensu training to the founding principles of Freire's pedagogy; iii) identify, taking the principles of Freire's pedagogy as a contribution, the developments of stricto sensu training for the exercise of teaching. In this direction, we sediment the research in a qualitative, descriptive and exploratory approach anchored in the phenomenological paradigm. For data construction, we used two instruments: the questionnaire, answered by 41 teachers, and the conversation circle, which had 14 participants. Data were analyzed from the Bakhtinian perspective. The research revealed that, on the one hand, the stricto sensu training of teachers was afected by the inefficiency of public training policies in the city of Itapetinga-BA, which unfolded in aspects such as the precariousness of access to training and permanence in it; the time for study, health problems, among others. On the other hand, this training enabled reflections, questions, changes, learning and discoveries, in a continuous and non-linear movement, permeated by the founding principles of Freire's thought, showing the Professional Development of these teachers, how this is constructed and mobilized over the course of a professional career. Aspects were found that enabled the participants to make structural changes possible in the teaching practice, such as the mobilization of an educational action against banking/dehumanizing/oppressive education; the abandonment of naive conscience and passivity, the construction of a critical and active conscience; the commitment to offer an education for life and autonomy in decision-making; participation in the construction of knowledge; political and ethical positioning in educational practice, professional maturity. In view of the above, we understand that all these changes are configured as Teacher Professional Development, which could be enhanced by stricto sensu training, materialized in the teaching practice and permeated by Freire's principles.