A pesquisa colaborativa no processo de desenvolvimento profissional docente em tempos de ensino remoto

Abstract

The present thesis was carried out in a small municipality in the interior of Rio Grande do Sul, with an estimated population of 4,227 people, which had a total of 68 teachers in its municipal education network. In this scenario, all teachers from the municipal network were invited to participate in the research, and 56 voluntarily agreed to participate. Aiming to analyze the contributions of collaborative research in the process of teacher professional development in times of remote teaching, the study was framed in the domains of a qualitative approach, characterized in terms of objectives as exploratory, in the case of a collaborative research. The methodological course was built during the course of the study and the results were presented in the form of three manuscripts and an article. Data collection took place as follows: in the first and second manuscripts (semi-structured interviews were carried out with 15 teachers selected from the 56 participants, before the start of the intervention program); in article one (a questionnaire was applied before the beginning of the program of collaborative interventions and another questionnaire at the end of each intervention, to the 56 participating teachers, as well as observation, with field diary recording and audio capture and video of interventions); in the third manuscript (used observation of moments, events, interactions, conversations, reflections, recording in the field diary, audio and video capture; as well as a questionnaire was applied to 56 teachers and a semi-structured interview to 15 teachers selected from the 56 participants, both at the end of intervention program). To analyze the data referring to the interviews, the open questions of the questionnaires, the observations of the research process and the field diary, the content analysis proposed by Bardin (2011) was used. For the closed questions of the questionnaires and for the quantitative variables of the study, descriptive statistics (frequencies and percentages) were used. The first manuscript is characterized by presenting the teachers' feelings and perceptions before the interventions. The results of this showed that teachers were feeling insecure, distressed, anxious and overwhelmed in the face of the situation of social isolation experienced, and the atypical moment suffered may have directly influenced the way teachers saw themselves, felt as professionals. The second manuscript brought the teachers' conceptions related to the teaching profession. The results showed that most teachers had a more global, constructivist view of the concept of teaching and the concept regarding the role of the teacher, relating to the mediator, seeking through pedagogical practice to teach students for life, for the exercise of citizenship; the conception of how one learns to teach was seen in a less comprehensive way, related to the experiences lived with the teaching practice. Article one constituted the process of collaborative research with the development of nine formative interventions. The results showed that for the teachers, the development of the research corresponded to the emerging demands of a situation that was imposed on them, they were being conducted collaboratively, as the needs were presented, starting from the previous knowledge of the experiences; providing, in this way, the overcoming of difficulties. Manuscript three aimed to investigate the contributions of collaborative research in the process of teacher professional development in a context of social isolation. The results showed that the teachers presented motivational transformations in the pedagogical practice, in the behaviors and behaviors adopted, in the (re)construction of conceptions and perceptions about the profession; motivated and helped in changes in the pedagogical practice of most of them; seeking greater approximation of students; mediating the teaching-learning process, focusing on planning skills and competences, with problem-solving, research and reflection activities. Finally, it is concluded that collaborative research has specificities and potentialities that make it a facilitator and intermediary in the process of (re)signification of professional and personal aspects, leading to the professional development of teacher .