O desenvolvimento profissional docente em uma comunidade acadêmica colaborativa: uma análise do Grupo de Estudo e Pesquisa FORMAZON/UFOPA

Abstract

This research has as general objective of analyzing the contributions of a collaborative community –FORMAZON - formed by school teachers, University Professors and future teachers from different areas, on the professional development of its participants. The study started from the following question: How does the Teacher Training Group in the in Pará State in the Amazon - FORMAZON - contribute to the professional development of its participants? For the design of the qualitative research, a case study was adopted that investigated in a particular and real way the interaction in the community (BOGDAN; BICKLEN, 1994; YIN, 2001; ALVES MAZZOTI, 2006), using the following registration methods: participant observation, field notes and audio recordings. Twenty subjects participated in the research, including: 02 university professors, 05 school teachers and 13 university students - future teachers. The data were collected in 12 meetings during the years 2017 and 2018 and organized in 03 areas that were selected from the thematic analysis proposed by Guest, Macqueen and Namey (2011): (i) consolidation of a collaborative community; (ii) the interactions between the participants and (iii) professional development narratives of 06 participants. As a theoretical basis, the concepts of Teacher Professional Development were associated; collaborative communities with an investigative stance towards the Social Theory of Learning and the notion of Community of Practice, addressed by Cochran-smith; Lytle, 1999, 2009, Fullan; Hargreaves, 2001; Fiorentini, 2004, 2012, 2013; Crecci; Fiorentini; 2013, 2018; Lave, 2013; Wenger, Mcdermott; Snyder, 2002, among others. The results showed the development of its participants as they adopted collaboration in the process of building research and practices; it also allows for reflection and research on the practice; promotes the sharing of learning; it promotes the investigative posture at the interface between the school and the university and encourages personal and professional maturation. The study also pointed out challenges in terms of expanding the investigative stance related to written production and permanent collaboration between the university and the school. It is concluded that the Formazon group will be able to promote actions for teacher training, considering that it can be a catalyst for the continuous professional development of teachers.