Desenvolvimento profissional docente como processo responsivo: sentidos construídos por professores e formadores de Ciências da Natureza na rede pública estadual paulista em contexto de cultura digital e educação inclusiva

Abstract

This study understands utterances as concrete discursive productions constituted within specific socio-historical conditions and in dialogue with social voices. From a dialogical perspective inspired by Bakhtin, meaning is constructed in the relationship between interlocutors and values, in which responsivity is constitutive of how subjects position themselves in relation to other discourses, negotiating and reorienting practices. The aim of this research is to analyze the meanings constructed in the utterances of teachers and teacher educators in Natural Sciences from the São Paulo state public school system regarding Teacher Professional Development (TPD), considering professional and formative experiences, institutional positions, and the concrete conditions of pedagogical work within the context of educational reforms and socio-historical processes that reshape school life. The corpus consists of utterances from three teachers and four teacher educators: three Area Pedagogical Coordinators (CGPAC), who act as school-based teacher educators, and one Curriculum Specialist Teacher (PEC) linked to a Regional Education Office (URE). Data were produced between October and December 2024 through semi-structured interviews, recorded, transcribed, and analyzed. The study is conducted from the standpoint of an implicated researcher, assuming the situated and dialogical nature of interpretation. Analysis was carried out through successive movements of reading and re-reading, identifying regularities, contradictions, and shifts in meaning, which supported the construction of analytical dimensions grounded in contrasts among utterances. The findings indicate that work intensification, platformization, and the emphasis on internal and external assessments, as well as pedagogical demands related to digital culture and inclusive education, generate frustrations and insecurities, but also mobilize ethical responsibility, critical reflection, and ongoing reorganization of practice. TPD is understood as a situated and continuous process of a social and discursive nature, constructed within everyday school conditions and real working contexts, in which teachers negotiate prescription and autonomy, make recurring didactic-pedagogical adjustments, and sustain forms of possible authorship. Ideological signs are identified in the utterances, linked to a transforming everyday life and re-signified by teachers, confirming the historical and responsive character of professional practice. The analysis also shows that inclusive education and digital culture emerge as key axes reconfiguring professional development, as they intensify demands, mobilize reflective choices, reshape planning and assessment, and expand teachers’ repertoires of action, particularly in contexts marked by classroom heterogeneity and inequalities in access. It is concluded that TPD cannot be reduced to formal training or prescription, but is constituted within the very dynamics of teaching work as a process of responsive meaning-making, in which meanings are produced, demands are negotiated, and collaborative practices are sustained, guided by an ethical commitment to teaching and learning processes.