Formação continuada de professores e a educação popular: diálogos possíveis a partir de cartas pedagógicas freireanas

Abstract

This dissertation presents the theme of Continuing Teacher Education from the perspective of Popular Education, with the general objective of understanding and analyzing how the Freirean Pedagogical Letters can contribute/influence the processes of continuing education of teachers in the early years in the context of the network municipal public school in Bagé/RS, from the perspective of Popular Education. The methodology proposed for this research took place through action research, based on an extension course promoted in two contexts: at the university, in which three teachers from the early years of the municipal network participated, and at school, where we had the participation of three teachers from early years, a teacher of Specialized Educational Assistance (AEE), together with the other three teachers that make up the management team (Director; Deputy Director; and Educational Advisor), in the development of the study we used as research instruments for data collection and teacher learning, an action plan called “Formative Dialogues” and Freirean Pedagogical Letters, which were later analyzed and discussed based on the Systematization of Experiences. As final considerations, we can see that the proposal for writing the Pedagogical Letters during the continuing education meetings went far beyond a methodological tool used for data collection, but a construction of social, personal and professional (re)knowledge of these educators, from themselves and their trajectories, in a permanent process of reflection and (re)construction of their identity and professional responsibility in the sense of Popular Education, in a movement of teacher self(trans)formation.