Aspectos teóricos sobre a atuação dos formadores de professores em exercício e o processo de autonomia docente

Abstract

RESUMO. O artigo propõe desenvolver uma reflexão sobre um campo de investigação ainda pouco explorado na área educacional: a figura do formador de professores em exercício em processos de formação continuada. Para tanto, contextualizaremos elementos que contribuam para algumas contribuições sobre os aspectos que interferem no processo formativo do formador e propomos algumas contribuições teóricas sobre a referida temática. Nessa direção defendemos que o formador pode adotar diferentes modelos ou estilos de atuação durante o processo de formação continuada. A partir dessa premissa discutimos por que motivos tais posicionamentos, passíveis de serem adotados pelo formador, podem interferir diretamente na conquista da autonomia docente por parte dos professores da educação básica participantes de tais programas. Palavras-chave: formadores de professores em exercício, autonomia docente, formação continuada. ABSTRACT. Professionals in teacher formation: theoretical aspects of their actuation and the docent autonomy process. The article intends to develop a reflection about an investigation field not much explored in the educational area: the participation of teachers' mentors in exercise, in continual formation processes. Elements important for contributions about aspects that may interfere in the mentors formative process will be put in context, and some theoretical contributions suggested. Following this direction we're in favor of a different performance adaptation or styles during the continual formation process. Starting from the premise we will discuss why such positioning can directly interfere in the conquest of educational autonomy by the basic education teachers participants of such programs.

The Teacher's Mentoring Role and the Reflexive Teacher Formation during Supervised Internships in the Science Education Area

“…Inexperienced professors, who are beginning their career trajectories, are expected to be affected by conflicts in the face of new practices (Corazza, 1996), through the deconstruction of certainties, beliefs and knowledge acquired in training and practices (Crisostimo, 2003) and of the awareness of their own schemes of action and the habitus of their profession (Souza Neto, Sarti, & Benites, 2016;Perrenoud, 2002).…”

“…In this sense, it is up to the teacher to become aware of, denounce and participate as a dedicated agent in the creation, innovation and change of teaching actions and practices that no longer make sense in the context of the education of students in the 21st century. This position is necessary since the initial education, as a component in the construction of the professional identity within the educational institutions and must last throughout the exercise of the teaching profession (Crisostimo, 2003;Schnetzler, 1998).…”