Formação de professores do proeja na pedagogia da alternância: cultivar saberes e colher aprendizagens

Abstract

The research aimed to understand in which aspects knowledge that emerges from a training proposal with emphasis on the Pedagogy of Alternation, supported by the Knowledge-Training Circle, acts in the teaching learning of Proeja teachers. As a theoretical basis, the investigation is supported by Gauthier et al. (2013), Tardif (2014), Tancredi (2009) and Gimonet (2007). Considering the nature of the object of study, qualitative research was chosen, with the methodology organized in two movements: the first, developed through a) narrative interview, b) mini-course with teachers and c) participation in a knowledge circle, aimed to constitute data for the second movement, corresponding to the training proposal for EJA-EPT teachers (educational product of the research). In the first movement, for the narrative interview, the participants were 07 teachers of the Integrated Technical Course in Agriculture - Proeja of the Castanhal Campus of IFPA. Oral recording was used as a data construction instrument, and the corpus analysis was performed through Discursive Textual Analysis - ATD (Moraes; Galiazzi, 2011). For the mini-course, which also took place at the IFPA Castanhal Campus, the participants were 16 teachers. A questionnaire in Google Forms was used as a data construction instrument, and for the corpus analysis, Atlas.ti was used. For the Knowledge Circle, the participants were 03 teachers. The field diary was used as a data construction instrument, and the analysis was performed through Thematic Analysis (Braun; Clarke, 2006). The result of this first movement indicated themes and the methodology for the elaboration of the educationalproduct of the research. The second movement, which represents the elaboration, developmentand evaluation of the educational product, had as its methodological perspective the Circle of Knowledge-Training, which is based on the culture circle (Freire, 2015) and research-training (Josso, 2010). The first version of the educational product was applied to 14 teachers from the Federal Network who work or are interested in working with EJA-EPT, through an online course. The data construction instrument used was the video recording of synchronous meetings, written productions from Google Classroom and a questionnaire in Google Forms, and the corpus analysis was carried out through ATD (Moraes; Galiazzi, 2011). From this process, theresults of the analysis allow us to sustain that a training proposal with an emphasis on the Pedagogy of Alternation, supported by the Circle of Knowledge-Training, favors the emergence of knowledge that acts in the teaching learning of Proeja teachers. The emerging knowledge is knowledge of curricular contextualization, critical training and about the Pedagogy of Alternation. From there, the educational product was systematized for evaluation/validation, carried out by an ad hoc committee composed of 08 expert judges, whose analysis allowed the creation of a more improved version for evaluation/validation by the thesis defense committee. It is considered that this investigation points to contributions to the teachinglearning process by revealing knowledge involved in the reflections of Proeja teachers whowork from the perspective of the Pedagogy of Alternation.