Professores - mestres: contribuições do mestrado na formação pedagógica em uma escola privada no município de Bagé

Abstract

This dissertation aims to investigate questions related to the continued formation of teachers from Basic Education through masters courses, analyzing the master's degree contributions in their pedagogical performance on teaching. The locus of this investigation was a private education institution that reveals in its teacher’s staff a quest for continued education Stricto Sensu through a master’s degree in recent years. The methodological approach of this research is qualitative and descriptive. The procedures used were the survey method and focused group discussions. In the first moment, the research involved 82 teachers of the locus institution, who answered a semi-structured questionnaire about their educational backgrounds. Being the master’s course the object of this investigation, in the second moment the master teachers were invited to participate in the focused group, in order to accomplish our research objective, 10 master teachers accepted the invitation and participated of the focused group. As theoretical support, the studies of Nóvoa (1991, 1995, 1999, 2011), Candau (1997, 2003), Alarcão (2005, 2007, 2011) Brzezinski (2008)), Freire (1996, 2001), Gatti (2005, 2008, 2012), Bardin (2011), Sacristan (1999), Schön (1992) and Dourado (2015) were used. To the content analysis, conducted after the dialogue transcriptions of the focused group, Bardin (2011) elucidated the concepts of continued formation and post-graduation Stricto Sensu, reflexive teacher, pedagogical performance and focused group. Regarding to the Teacher’s Continued Education Policies, I am based on the Plano Nacional de Educação (PNE 2014-2024) target 16 and Resolution No. 02/2015, articles 16 and 17. Based on these authors, legislation and content analysis from the focused group, this study revealed that: (i) the master's degree is configured as a process of continued education that happens through the university and school, aligning academic theory with practice. In addition, it shows that theory by itself can’t change reality if it is isolated from practice; (ii) the masters courses addresses to the concerns of the teachers in those training processes, motivating the search for teaching innovation, as the teachers are involved in a movement between being in classroom and in the university; (iii) the master’s courses offer new ways, modify the practice through reflection and criticism about the practices in the classroom; (iv) the academic qualification is a continuous process of development and exchange. Thus, the master’s degree cannot be understood as something finished, because it motivates the continuing process of professional qualification; (v) the master teachers recognize that the master’s courses change the teacher's formation and their pedagogical performances, because it provides reflection about the reflection-action; (vi) the reflection, that gives opportunities to new practices, enables the improvement of the quality in Basic Education teaching; (vii) the public policies to encourage the continued formation are important in order to allow teachers who are in classroom to participate and improve their practices; (viii) there were occurences of new policies with the intent of promoting the Basic Educational Teacher’s appreciation; (ix) The strengthening of the public policies to the extension of post-graduation assistis to a large number of basic educational professionals; (x) a reflexive teacher is formed by action-reflection-action to be able to meet the current educational needs.