Da formação no corredor ao corredor de formação: a troca de experiência como alternativa para a gestão dos dilemas e desafios da prática pedagógica

Abstract

The central proposal of this work is to get hold of the process of construction and/or acquisition of knowledges by teachers of Portuguese language who teach at the last years of our fundamental education, within a social, material, historical and political context in which their everyday pedagogical practice develops. The exchange of experiences both in debates and studies as well as the researches done about been shown as one of the most used forms for the building up of this professional knowledge. The exchange of experiences is examined here form the relations that are developed in 02 public schools which are in an urban popular area of Belo Horizonte and also a private school. A total of 09 teachers. The major importance to focus the exchange of experiences is in the fact that paradoxically, teachers are a professional group which resists fashionable changes; they are resistant to what is fashionable. Therefore its necessary to identify catalogue and analyze the processes which have been named by the school as exchange experiences and learn from its essence the possibilities and limitations as an alternative of a continuous graduation; professional development. The research began with some question: why, how, where, when by whom and which are the changes that take place as an alternative to deal with conflicts and dilemmas Faced by a Portuguese language teacher in her pedagogical practice. However, the data found, directed our studies to the existence of factories wich are of a personal, professional, cultural and organizational nature thus inhibiting the changes of experiences in school. They are: friendship built up in schools, lack of enthusiasm, the burnout syndrome, the insecurity; fear, the individualistic behavior, feeling of inappropriateness of acquired knowledge problem of competence non-recognized and also competence neglected, identity of a teacher, personal resistance and also resistance form the institution and the lack of knowledge obtained by teachers, the ethic of responsibility, and, above all,, time and spaces are felt so inadequate at school; overworking, and the organization of the school as unit. In Literature, the exchange of experiences between teachers is emphasized as one of the strategies most used in the constructions of the professional knowledge which allows them to hope with the conflicts and dilemmas in the everyday pedagogical practice what is shown here is the apposite. This practice is hidden and inhibited in the school now.