Formação acadêmico-profissional de professores do ensino médio : reflexões sobre a interdisciplinaridade e a contextualização na prática educativa.

Abstract

This research, called "Formação acadêmico-profissional de professores do Ensino Médio: reflexões sobre a interdisciplinaridade e a contextualização na prática educativa", is characterized as intervention-action, arose from the need to reflect on the academic-professional training of teachers from a state high school in the city of Bage - RS, held by the actions of the Pacto Nacional pelo Fortalecimento do Ensino Médio PNEM. The educational policy analysis aimed at training and improvement of teaching practice guided this study. The theoretical-conceptual deepening of interdisciplinarity and contextualization themes in pedagogical practice was possible. Were used as investigative tools in the following research subjects: (a) analysis of semi-structured interviews with teachers of the surveyed school; (b) documentary analysis of current legislation and guiding documents of high school; (c) analysis of academic-professional training meetings with the research subjects, using the field diary; (d) intervention plan with actions to academic-professional training to improve pedagogical practice of teachers and managers of high school, through conversation circles. Freire, Ludke, Damiani, Fazenda, André, Mello, Veiga, Nvoa, among others served as theoretical-conceptual and theoretical-methodological basis; beyond the constitutional, legal and regulatory planning. This study looked at different times, with arguments and theoretical-conceptual enrichment: diagnosis of reality, intervention planning and the action plan, which resulted in the intervention itself and evaluation of intervention actions. As a result of this intervention-action reflections emerged from the actions experienced with interdisciplinary teaching and contextualized practices in high school, based on the perspectives of education professionals. Teachers, students and managers dialogued on methodologies and pedagogical actions rebuilding alternatives and models of teaching-learning practices. The search field school reinforced the practice of interdisciplinary planning and adopted the participatory board as standard and at least one evaluation in the quarter will be developed, implemented and evaluated by knowledge area. Some teachers inserted the principle of interdisciplinarity in their teaching practices and others continue to seek guidance and suggestions on the practice of interdisciplinary projects. The researcher realized the academic-professional training from another perspective: more dialogue, more reflective, more collective. The meetings began to be held in teachers’ work shift and left the demands diagnosed between teachers and administrators.