O formador de professores alfabetizadores em contexto de formação continuada sob uma perspectiva crítico-reflexiva: desafios na rede municipal de ensino de São Luís - MA

Abstract

The research entitled “The Trainer of Literacy Teachers in a Continuing Education Context under a Critical-Reflective Perspective: challenges in the Municipal Education Network of São Luís – MA” is situated within the scope of the professional master’s degree of the Graduate Program in Management of Basic Education Teaching at the Federal University of Maranhão (UFMA). The study is developed based on the following guiding research question: what theoretical and practical ASSUMPTIONQWQS can support the work of trainers of literacy teachers, grounded in a critical-reflective conception of professional development, in the context of the Municipal School System of São Luís – MA? Based on this question, the main objective was defined as investigating, taking into account the assumptions of the critical-reflective conception of professional development, the theoretical and practical foundations that support the work of trainers of literacy teachers in the Municipal School System of São Luís – MA, with a view to developing a guide containing procedures for continuing professional development in this context. The specific objectives are: (i) to identify, based on the historical trajectory of the implementation of policies and programs for the continuing professional development of literacy teachers, the implications of these processes for the constitution of the professional identity of the trainer; (ii) to situate, based on a critical-reflective conception of professional development, the theoretical-methodological assumptions that guide the practice of trainers of literacy teachers in the Municipal Public School System of São Luís – MA; and (iii) to collaboratively produce a guide containing theoretical methodological guidelines for the work of trainers of literacy teachers, grounded in a critical-reflective conception of continuing professional development within the context of the research. The methodological design was organized as follows: in terms of its nature, the study is characterized as educational intervention research; the approach is qualitative, and the methodological procedures are grounded in collaborative research. The theoretical framework is based on the studies of André (2016) and Imbernón (2011), which contribute to the understanding of issues associated with teachers’ continuing professional development and the role of trainers. Regarding the knowledge required for trainers’ professional practice, the contributions of Tardif (2014), Placco (2006), Vaillant (2003), Ghedin (2006), Pimenta (2006), and Vituriano (2007) are drawn upon. These discussions are articulated with the conception of continuing professional development of literacy teachers and the work of trainers in this context. Reflections on literacy engage in dialogue with studies by Mortatti (2019), Smolka (2012), Soares (2018), among other authors. The final considerations indicate that, for trainers to construct their professional identity within a conception of teachers’ continuing professional development from a critical reflective perspective, it is necessary that methodological training procedures be grounded in theoretical-practical knowledge aligned with this perspective, considering that training practices reveal the theoretical foundations that sustain the formative process itself.