Desenvolvimento profissional contínuo de educadores em contextos de colaboração escola-universidade-escola no Oeste da Amazônia paraense

Abstract

The dialogue between university and school, to a large extent, was/is marked by vertical relations. In order to deconstruct this relational perspective, the Formazon/Iced/Ufopa collective has been in a movement to establish horizontal and democratic relations with the partner schools of basic education, within the scope of the institutional projects developed. This doctoral thesis aims to understand the processes of continuous professional development in the context of school-university-school collaboration practices within the Formazon Group, in the sphere of this collective, in order to answer the following question: how school-universityschool collaboration practices are promoters of transformations of educational practices and professional development of teachers involved in collaborative partnership projects universityschool? Its investigative context is the collaborative practices developed in Formazon projects linked to Procce and CNPq, especially between 2019 and 2022. The research is qualitative in nature and is anchored to Narrative Research. The participants of the research were twelve educators from three partners who acted as collaborators of the projects. In the process of producing the research data, the following instruments were used, named by field texts: documents, field notes, research diary, interviews and photographs. Considering the analytical process of the empirical material, it was carried out by means of Discursive Textual Analysis (DTA), with the support of the IRaMuTeQ software. In view of the findings of the research, I defend the following thesis: The experiences of school-university-school collaboration developed within the scope of the Formazon projects, constituted in spaces and times of training based on democratic, horizontal and inclusive relations, are mobilizers of the constitution of processes of continuous professional development, oriented towards the scientific training of educators from partner schools, so that they act for the resignification of educational practices and the development of autonomy for the dissemination of teaching practices through research in Basic Education. The democratic, horizontal and inclusive relations established between the university and the school contributed to the formation of sustainable leadership in the three schools investigated, committed to the promotion of scientific education in basic education. The studies of this thesis allow us to affirm that the collaborative practices of school-universityschool provided relevant contributions to the continuous professional development of teachers, as well as to the institutional development of the school. I argue in favor of the need for investment in future research that includes university participants, as well as those interested in deepening sustainability movements of the partnership between the school and the university, so that the development of the autonomy of school educators for the promotion of scientific education in the Amazon of Santarena is expanded and qualified.