O caminho se faz ao caminhar: a constituição das práticas dialógicas das pedagogas da educação básica e seus princípios organizadores

Abstract

The present study is related to the investigations carried out in the Didactic Research Group and Teacher Training (GEPEDIDO), of the Graduate Program in Education, line of research in Teaching and Learning, and its object is the dialogical practice of the pedagogues of Basic Education. Part of the recognition of the pedagogues’ role in the school and their work, are marked by a contradictory context of actions and challenges, seeking to go from the denouncing the precariousness of work to the announcing possibilities of dialogical practices and reality transformation. The researcher 's guiding question is: how the pedagogues’ dialogical practice is constituted and what are its organizing principles? To answer the questionnaire, the general objective is to unveil, from the dialogical practice of the pedagogues of Basic Education, how it is constituted and what are its organizing principles, in order to understand it as a possibility of overcoming practices guided by technical rationality. The specific objectives are: describe the pedagogues’ practice in order to situate it in the current context and characterize it in its limiting and transforming dimensions; systematize, from the description and characterization of the practice, elements that guide the dialogical practice of the pedagogues of Basic Education; and to highlight possibilities of dialogical practice of the pedagogues of Basic Education. The research was developed from the communicative methodology (GÓMEZ et al., 2006) and the techniques used were the questionnaire, with the participation of 71 pedagogues from the state and municipal education networks; and the communicative discussion group, held with seven pedagogues of Basic Education. The theoretical framework was based on Freire (1996; 2000) and Aubert et al. (2018), for the foundation of dialogue and dialogical practice, as well as authors such as Placco, Almeida and Souza (2011; 2015), Pinto (2011), Franco (2016) and Domingues (2014) were used to discuss the work of the pedagogue and the contradictory context of action. The characterization of the pedagogues’ practices highlighted the attributions developed in the monitoring of the teachers’ work; in continuing education at school; in the work done with students, community and employees. The results show that the dialogical practice constitution happens from the initial and continued formation, and from the professional experience lived and observed. The elements that guide the practice consist in the understanding the pedagogues’ role, the organization and planning of the pedagogical work, the reality, the strategies in the face of external determinants, as well as dialogue and dialogical practice. The organizing principles are the knowledge, the dialogue and the qualities or virtues of the pedagogue. It defends the thesis that, although there is a contradictory context that requires immediatist and bureaucratic practices, based on technical rationality, the pedagogues create strategies based on dialogicity and, with this, carry out transforming movements in reality and produce dialogical practices.