Pensar, refletir e transformar: marcas e contribuições de uma formação continuada na modalidade grupo de estudos

Abstract

What marks and contributions can the participation of teachers in a continuing education in the study group modality leave in the professional development process? How does this participation reveal a thinking, reflecting and transforming? The general objective of the research is to make visible the marks and contributions of the participation of preschool teachers in continuing education in the study group modality. To discuss the themes of teacher education, Paulo Freire, António Nóvoa, John Dewey, Maria da Conceição Passeggi and Maurice Tardif were used as theoretical and conceptual basis. The chosen methodological approach includes the approach of qualitative research, interpretative in nature and analysis of statements. The analyzed data demonstrated the marks under three categories: 1. personal brands; 2. cognitive marks – learning; and 3. reflexive marks that transformed the professional performance of the participants, marks evidenced in their testimonies and/or in the pedagogical documentation produced in the study process. The results indicate that the investigated training favored thinking, reflecting and transforming lived actions in the participants' professional practice. The research also suggests that early childhood teachers, when thinking and dialoguing together about daily life in practice, reflect on their theories, question certainty and think critically about new theories and approaches that emerge in official documents and in the Brazilian educational scenario