Desenvolvimento profissional docente: um estudo com professores da EJAI participantes do programa híbrido de mentoria da UFSCar

Abstract

This doctoral dissertation addresses the professional development of teachers in Youth and Adult Education (EJAI) who participated in the Hybrid Mentoring Program (PHM) at the Federal University of São Carlos - SP (UFSCar). The PHM aimed to promote the professional development of teachers at different career stages through the collaborative construction of knowledge, using mentoring as a formative strategy. The theoretical framework is based on topics such as teacher education; professional and teaching development, and the learning of teaching; knowledge base for teaching; reflective processes; professional conversations; induction and mentoring programs, and EJAI. The general objective of the research was: to analyze and understand the processes of knowledge construction among novice teachers in professional conversations with mentors. The specific objectives were: 1) to describe and characterize the professional conversations between mentor and novice teachers; 2) to identify knowledge and reflective processes produced through the professional conversations; 3) to analyze how professional conversations enabled the construction of knowledge; 4) to make explicit the mentor's pedagogical reasoning processes throughout the professional conversations. The research was developed based on the assumptions of qualitative research in education, with the analysis of two cases. More specifically, two dyads involving the interaction between a novice teacher and a mentor. The analytical-interpretive analysis was supported by the premises of Prose Analysis and aided by the qualitative data analysis software Atlas.ti. The research participants, characterized by the pseudonyms Maramar and Atalaia, were mentored by Teresina and Delta. The interactions between these professionals, referred to as Professional Conversations, proved to be means for effective formative processes in the construction of knowledge, the promotion of reflection, the explication of moments of reflexivity, the expression of formative needs, the establishment of dialogue and trusting relationships, and the identification of the mentor's pedagogical reasoning.