O trabalho coletivo na formação de professores : interações e saberes docentes compartilhados

Abstract

This research focuses on interactions resulting from the teaching practice of a group of a teachers in the subject of Teaching Theory and Practice, from the Regular Course Qualification in Initial Years, at Colégio Municipal Pelotense, in Pelotas, RS. The curiosity concerning the understanding of how the process of collective pedagogical work is produced, felt and noticed by the teachers was part of the motivation which led to the investigation of the present research. In order to do so, I studied the theotetical approaches by Porto (2003), Damiani, Porto and Schlmmer (2009), Penteado (2002) and found information on collective/collaborative work and in studies about teaching knowledge, proposed by Tardif (2012), Gauthier et al (1998) and Nóvoa (1992; 2002; 2004). The data was obtained from school documents, from the researcher?s field diary, pictures, audio recordings, transcriptions of the meetings involving the focus group and from written records from the researched teachers. The investigation presents characteristics of ethnographic study case and the interpretation of data followed the principles of content analysis. In the data analysis four categories arose: the collaboration between the pairs, the confrontations and conflicts, the knowledge produced in the collective work and the movement of the teachers in the collective work. The research revealed that the interactions established by the teachers are permeated by collaborative actions, the practice of listening to the other ones, exchange of affection, experiences, learning and production of knowledge. Besides this, the work enabled them to review their work as teachers in the practice of the collective teaching experience, searching for forms and ways which can result in specific actions for the classroom universe.