Pesquisa na escola: uma experiência de formação continuada de professores em um curso on-line

Abstract

Historically the school role was to broadcast content, but this role no longer meets the demand of society since these contents are all available on the internet. Currently, the school role should guide the reconstruction of knowledge and one of the ways to carry out this reconstruction is through the proposal of Educate by Research, which requires a change in the teacher pedagogical practice. The present thesis proposes to investigate possible teachers pedagogical changes participating in a course of continued distance formation, from the perspective of Educate by Research, entitled Pesquisa na Escola (PnE). The course, with six months of duration, had five modules, organised with video-lessons, texts to assist about the worked subjects and also thinking about and classroom practice tasks. The video-lessons and texts were arranged on Hotmart platform and the activities on Moodle platform. In free registration, from dissemination in network, it counted with teachers registrations with specific interest about the subject. Thus, we obtained five teachers-students, who became subjects of these research, developed in a qualitative approach, having as research methodology the case study. The research data were collected in three moments - before, during and after the course, being analysed following the principles of Bardin’s content analysis and from the theoretical resources of reference in Formation and Teachers Continued Formation, Educate by research and Distance Education. How the engagement and permanence in the course were not expressive, it was selected the most significant data for analyses and categories construction, thus defined: trajectory of teachers-students, teacher and student role and ways of doing teaching work; motivation to undertake the PnE course, understanding of what is pre-course research and participation in the course. It was concluded that the teachers lack of time to participate in training is still an impediment, as well as the difficulties with the required technologies to participate in distance courses. However, theses formations, because of their comprehensiveness, relevance and fomenting the formation within the profession, need continuity and amplification, as highlighted points presented in this work.