A pesquisa-ação entre professores: investigando o planejamento curricular e a formação continuada de professores de Geografia.

Abstract

The purpose of this investigation was to analyze the curriculum planning of teachers, based on an action research collective built in the school environment. Research on the processes of continuing teacher education was also addressed, especially when built collectively. This work started from critical theory as a method of understanding and analyzing reality, for the identification of the maximum elements that constitute and overlap with the curricular planning of teachers. To understand the themes of the curriculum, the research used the studies of Gimeno Sacristan, Jurgo Santomé, Henry Giroux and Ivor Goodson. The references of Benardette Gatti, Julio Diniz-Pereira, Selma Garrido Pimenta, Maurice Tardif, Claude Lessard, Michel Fullan and Andy Hargreaves also contributed to the field of continuing teacher education. The methodological choice of action research was to meet the teachers' demands to build an investigation instrument and, at the same time, to meet, exchange experiences, encouraging continued training and professional development among the participants. The research was carried out in three distinct stages: the diagnosis of problems related to the teachers' curriculum planning; reflection and action around curriculum themes through thematic and collective action research seminars; and the synthesis and evaluation of the processes carried out by employees. Sixteen collective meetings were held between the teacher-researchers, during which the organization and production times of the curricula were investigated; the objectives and social demands of the curricula; curricular public policies; and the evaluation processes. In addition to the curricular aspects, the research highlighted the processes of continuing education and, especially, in-service training, stimulated during the research processes. The precariousness and proletarianization of teachers and the contradiction in the face of the processes of organization, autonomy and shared work became evident. It is understood, from the perspective of the work, that the exposure and analysis about the contradictions present in the teachers' work can contribute to a greater understanding of the elements and forces present directly and indirectly in the curriculum planning. We sought to understand how these structural constituents also fall, regulate or affect work and teacher training. The results indicated that teachers are subject to many processes of regulation and control over development and decisions related to curriculum planning. However, there is also resistance and coping with deficiencies and over-regulation present in the profession, especially through a collective of action and reflection, professional development and the construction of collective and shared experiences.