Inovação pedagógica: processo auto-organizado de formação de professores na escola pública

Abstract

The present dissertation aimed to explain if it is possible to build The present dissertation dealt with an action research that sought collectively to build a methodological path, of continuous formation of teachers in loco, from studies that imply changes in the teaching practices of the participants; developed and investigated the process of continuing teacher education; acknowledged the evidences of transformations in the teaching practices of the participants, from the studies of the neurosciences applied to the education, in a bias of pedagogical innovation. As a methodology, a study group on neuroscience applied to education and pedagogical innovation was built, which planned and executed a thematic class action on food, which sought answers on the collaboration of neuroscience in the development of pedagogical innovation with the guarantee of learning for all. As data collection instrument, we used the field diary and the focus group. Narrative analysis was used in the research to analyze ten narratives that tell how was the process of studies and planning of actions until the execution of the thematic class. As results, it was observed that the neuroscience applied to education can bring countless collaborations, guaranteeing a learning for all the actors involved in the process, it was also observed that a collective and democratic space of continuous formation in the school is extremely necessary to be offered to As transformative actions focusing on learning can be developed, teachers' practices can be transformed from studies on neuroscience and pedagogical innovation, such transformations are guaranteed in the official documents of Brazilian education.