A formação continuada de professores na perspectiva politécnica: uma proposta curricular

Abstract

This study presents a structured curriculum proposal based on the polytechnic perspective for the training of basic education teachers. For this, exploratory research was carried out to understand the research context; the construction of a curricular proposal; the implementation and analysis of participants' impressions. This is applied qualitative research and action research procedures with the Collaborative Learning Community among Teachers, self-styled ProfCAC-MAES, a group of 15 teachers from the municipality of Nova Andradina-MS. ProfCAC-MAES is part of the MAES Network, an initiative of teachers from the Federal Network for Professional and Technological Education graduating from the VET III Teachers for the Future (2016) and FiTT Finnish Forming Trainers (2017) programs, both held in Finland. The study is justified by the need to promote a greater ethical-political commitment to teacher training as part of a comprehensive training project that benefits the working class to build a more just and equal society. The research is basedon the studies of Silva (2005) about the critical theories of the curriculum and the studies of Kuenzer (1992), Saviani (2011), Ramos (2016) on curriculum and polytechnic education. It is concluded that the courses offered by the MAES Network, including the formative path of ProfCAC-MAES, while teaching professional development, can promote contributions to the polytechnic perspective due to its emphasis on the collaborative, dialogical, critical and theorized learning process of the organization non-fragmented curriculum in disciplines and the promotion of interdisciplinarity and research. However, the research demonstrates the necessary attention to learning from concrete situations in the classroom and the specificities of in-service teacher training. Itunderstands as challenges to be overcome the understanding of the school and the curriculum as a political space and of disputes, of the understanding of the unity of the theory and practice relationship and of the necessary autonomy and legal support to the teacher and of a management that privileges differentiated practices to the detriment of practices. traditional contenters.