Professoras experientes e a base de conhecimento para o ensino: pontas de icebergs

Abstract

The focus of this research was the configuration of the Knowledge Base for the Teaching of experienced teachers, with the following objectives: to identify, describe and analyze which knowledge of this base are expressed by experienced teachers in situations of interaction with beginner and undergraduate teachers. Specifically, it was identified and analyzed, together with the experienced teachers, which elements influenced the construction of their knowledge bases for teaching and their relationships with learning and professional teacher development. The context of the research was the Learning and Development to Teaching Network Program (ReAD), carried out in the period from May to December 2016, by the Portal of Teachers of UFSCar. This hybrid program aimed to promote and monitor learning processes (individual and collective) and professional development of new and experienced teachers and professors, and to promote exchange and interaction among the participants and discuss issues related to teacher professionalism. Thus, the six experienced teachers participating in this research came from the municipal public teaching network of the city of São Carlos. They worked at ReAD, as collaborators in the elaboration and conduction of activities, sharing with other participants their professional narratives and also discussing and analyzing the training paths of other beginning teachers and graduates participating in this Program. The professional narratives of the experienced teachers, the interactions carried out in the discussion forums, the feedbacks they elaborated on the activities carried out by the beginners and the licenciandas constituted the instruments of data collection. The data were analyzed in the light of the theoretical reference on professional teacher development, professional life cycle of teaching, knowledge base for teaching, expertise, intergenerational dialogue and professional narratives, having as main authors: Huberman, Shulman, Hargreaves, Garcia, Hatie, Vaillant , Mizukami, Reali, Sarti and Alcoforado. We adopted a constructive-collaborative approach to research in the conduct of the intervention. The analyzes showed that the Knowledge Base for the teaching of experienced teachers: 1. It is configured as a set of practical, functional and experiential knowledge, which are presented through the pedagogical practices reported; 2. The construction of the knowledge base for teaching is marked by professional contexts and working conditions (infrastructure, material, institutional support, remuneration); 3. It is a social construction, forged in human relations, contextualized by historicity and culture; 4. It is presented as a continuous process, marked by non-linearity, by contradictions and by movements of accommodation and destabilization; 5. It relates to the learning processes of teaching, from the experiences as a student, with the initial and continued formation; 6. The teaching experiences increase and promote the base. This research evidenced the contributions and potentialities of the intergenerational dialogues as a form of teaching learning and as a continuous formation in hybrid environments, promoting interactions between people who were in different moments of professional teacher development