As práticas pedagógicas e a autonomia docente nos anos iniciais do ensino fundamental da rede municipal de ensino de Ponta Grossa- Pr

Abstract

The present master’s program research from the post-graduation program in Education (PPGE) from the State University of Ponta Grossa - UEPG, is tied to the line of Teaching and Learning and to the study and research group on the teaching work GEPTRADO. It had as objective of research the teaching autonomy in their pedagogical practice, guided by the following question: In what manner the pedagogical practices evidence the teaching autonomy? In order to do so, it had as general objectice analyzing in which manner the pedagogical practices profess the teaching autonomy, and specific: identifying the knowledge of pedagogical practice of teachers of the early years of Elementary School of the municipal network of Ponta Grossa and verifying in what measure the pedagogical practices evidenced the teaching autonomy. As theorical reference were used: Gimeno Sacristán (1999, 2000), who approaches the intententionality of the teaching practice and its conceptual definition; Freire (1996), who contemplate the theme ofawareness of the critical-reflexive practice, overall in front of the purpose of education; Tardif (2010, 2011); who helps us understanding and listing the specific teaching knowledge which compose the teaching practice and how their constitution is necessary for an autonomous practice. In order to do it, it was necessary discussing teaching autonomy, therefore, supporting on the ideas constructed by Contreras (2002). With the end of realizing a reflection on the scientific research and backing the gathered data, it was searched the contribution of Bourdieu (1996, 2021) and his concepts on the constructionof the habitus, of the symbolic violence and the reproduction in the field of education. The research had a qualitative approach, characterized by the field investigation. The treatment and the analysis of the data were realized from the content analysis according to Bardin (2016). The agents of the research were the teachers of Elementary school, early years, understanding these are the teachers who act from the 1st to the 5th grade of elementary school of the public network of the City of Ponta Grossa/PR. Having in sight the objsectives of the research, as well as the question which guided it, the first data were collected by mean of the application of a questionnaire with all the teachers of the selected schools, folloring a semi-structured interview, elaborated from the careful analysis from the data gathered by the questionnaire. The research intended to contribute for a deeper discussion on the autonomy of the pedagogical practice, as well as the meanings given to it. The discussions were marked out around the teaching knowledge and the autonomy related to the teacher. The results of this research indicate when the teachers are in their classroom, they may exercise more autonomy, not absolute, but they may change the subject sequence, adapt the classes, choose singular methods and privilege a befitting practice to their students. However, this autonomy decreases when some actions which they disagree are imposed to them, as an example: the standardizing of the evaluations in the municipal network level; the continuing education which do not emerge from their interest of their school routine.