Aprendizagens profissionais sobre a docência e pesquisa científica de tutoras de um programa híbrido de mentoria da UFSCar

Abstract

This dissertation is linked to the Graduate Program in Education at the Federal University of São Carlos-UFSCar in the research group: Teacher and other Educational Agents Education. The scope of the investigation was to identify and analyze the professional apprenticeships constructed by the tutors, scholarship holders of technical training level three (TT3), from the Hybrid Mentoring Program (HMP) of UFSCar and to know processes that were related to this construction. HMP (2017-2020), the research scenario, was a teaching induction program, with funding from FAPESP, whose objective was the professional development of beginning and experienced teachers through mentoring. Mentoring can be defined as the process in which an experienced teacher, trained to be a mentor, assists teachers in the first years of professional insertion. The HMP stands out for being an investigation-intervention based on the theoretical assumptions of constructive-collaborative research; for articulating face-to-face and virtual activities and for uniting the Basic Education school and university as training spaces in order to create bridges between theory and practice. The program's virtual activities took place in the virtual learning environment Moodle. The TT3 scholarships are offered by FAPESP and their purpose is the scientific training of graduates, without failing the academic record, with the aim of training human resources for scientific research. Among the functions of tutors-TT3 in HMP it is possible to mention: the accompaniment of the mentors through feedbacks, assistance to the mentors in the accompaniment of the dyads (mentor-novice teacher), systematization and data analysis, writing of scientific articles and organization and conducting face-to-face meetings of the HMP group at UFSCar. Given the context of the research scenario and the participants, it is worth mentioning that this study was carried out with three tutors / TT3 who worked at HMP in the period of 24 months. The participants were asked to write narratives about the remarkable moments that, in their perspective, allowed the construction of learning during their experiences at HMP. The investigation was based on the qualitative approach of the exploratory type. The theoretical framework was about teaching learning, knowledge base, professional teaching development, reflection and reflective practice. Data analysis was inspired by Content Analysis techniques. The data revealed that the tutors built learning organized in two categories: I) Noteworthy moments and learning about the tutors' teaching / TT3 and II) Noteworthy Moments and Learning about Scientific Research. Among the knowledge constructed about category I, we mention: writing of formative feedback, knowledge about teacher education, training of mentors, reflection and learning from teaching, resilience, learning about the teaching modalities of Basic Education (Brazilian context). In relation to category II, we mention: knowledge related to scientific research in the field of teacher education: systematization and data analysis, written narratives in teacher education-research, characteristics of intervention-research, development of an inquiring look. The main processes that circumscribed the construction of these learnings were: the training course for tutor-TT3; the practice of tutoring; interactions between mentors, beginners, and HMP research group; and reflection in/on practice. The data indicated that the tutors / TT3 were gradually building a knowledge base similar to that of a professor, but with more specific characteristics related to the training of mentors. Also, they built knowledge related to being researchers in the field of Education