A constituição de saberes docentes e a metodologia da problematização na formação de professores no ensino médio integrado: diálogos possíveis

Abstract

The Covid-19 pandemic has forced society to maintain social distancing measures, affecting teachers and students alike. The transition from face-to-face to remote teaching and the subsequent return to physical classrooms have presented challenges for teachers, including doubts and difficulties in implementing pedagogical practices. These challenges may have hindered didactic aspects such as dialogicity and problematizing critical thinking. Therefore, this study aims to address the following question: What teaching knowledge is utilized in the context of continuing education in integrated secondary education, and how can it promote the integration of digital resources and foster greater dialogicity, using the problematization methodology with the Arch of Maguerez? Based on this question, our main objective is to investigate teaching knowledge during the collaborative production of a didactic notebook through teacher training in the problematization methodology with the Arch of Maguerez, with the intention of promoting dialogic learning in integrated secondary education. To achieve this objective, we have outlined the following specific objectives: Analyze teachers' perceptions of the guidelines provided by the state education network of Mato Grosso do Sul regarding pedagogical practices in professional education; Identify the difficulties faced by teachers in integrated secondary education at the Centro Estadual de Educação Profissional Padre João Greiner when implementing dialogical pedagogical practices; Systematize the necessary teaching knowledge required for the implementation of problematization methodology in the context of integrated secondary education; Create an interactive didactic notebook, make it available in a virtual environment, publish it, and disseminate it among teachers. This research adopts a qualitative approach with an applied nature, utilizing the action-research method. Data were collected through documents, questionnaires, and focus groups. The action research followed the five phases proposed by Thiollent (1986), and the research process was mapped according to the actions outlined in the five stages of the Arch of Maguerez, as described by Colombo and Berbel (2007). The principles of Discursive Textual Analysis were employed as a method for organizing data and generating results. The study revealed that the pandemic necessitated the development of teachers' skills in utilizing technological resources, particularly in active and problematizing methodologies. It also indicated a willingness to adopt these methodologies, although traditional practices were occasionally retained. As an educational outcome, an interactive didactic notebook was collectively developed based on the principles of active learning and supported by a free course, aiming to enhance pedagogical practices. The notebook was organized using the problematization methodology with the Arco de Maguerez.