Formação continuada de professores(as) para uma educação contra hegemônica: um estudo de caso

Abstract

The present dissertation analyzes the process of the continued formation of the teachers of the Zandoná School, located in the municipality of Barra Funda, State of Rio Grande do Sul (RS) - Brazil, considering the resistance to the marketing and reproductive logic of this school and support a pedagogical proposal in the bias against hegemony. Being that the empirical material for the analysis was obtained by means of papers and focus groups with some actors subjects participating in the formation of teachers of the school. Thus, Freire (2010) Brandão (2006), Benincá (2004), Paludo (2001), Mészáros (2008) and Altusser (1970) are the main authors used, which support the theoretical basis of this research. The development of the study is based on the Marxist perspective insofar as the dialectical materialism, the category of ideology and the premise of social transformation are the main elements for discussion about the experience of popular education in the area of formal education. In this sense, by means of the research, we searched for elements for the elaboration of the diagnosis, which allowed the delineation of indicators that will serve for a proposal of interventions in the training of the teachers of the collective of the school under discussion. The empirical material allowed the organization of the beacon categories of the aforementioned case study: the collective and the problematizing dialogue, the daring, the self-formation and the challenges for the formation. The research made it possible to perceive significant aspects regarding autonomy, authorship and praxis in the space of continuous formation and also elements that cause concern and refer to reflections and search for alternatives to overcoming these obstacles, especially the reality of the minimum state policy in force and lack of methodological rigor.