Práticas pedagógicas: a construção da compreensão sobre o ensino

Abstract

This research has as its object of study the pedagogical practice of teachers of basic education. It aims to reveal, from this practice, how the teaching is constituted in the municipal schools of Palmeira, in order to enable reflections about reworking of the practice. The following objectives were defined: to characterize pedagogical practices produced by teachers during the teaching process and to contextualize them, situating and explaining the internal and external determinants that guide them. Considering the relations that permeate the practice, we inquire what the practices of teachers reveal about the teaching process in schools. The epistemological axis which guides the research and analysis of data is theory as an expression of practice, discussed by Martins (1996; 1998) and Santos (1992). The theoretical reference used to approach the concept of pedagogical practice is based on Freire (1987; 1996) and Souza (2016). The discussions about education are based on Freire (1996), Roldão (2007) and Pimenta et al. (2013). Education is permeated by horizontal and vertical relations, and the resulting discussions are based on Freire (1990) and Arroyo (2013). For questions related to the public school function, it is based on Oliveira (2009), Libâneo (2016) and Veiga e Silva (2018). The nature of the research is qualitative and the procedures used for data collection are: questionnaires, participant observation with records in field notes, according to the contributions of Bogdan and Biklen (1994), in addition to semistructured interviews. The questionnaire was answered by 66 teachers and the observation of the pedagogical practice was carried out in two schools with 4 teachers. The data are analyzed from the content analysis proposed by Bardin (2016). The results point out that the subjects constitute themselves as teachers based on their experiences, their formation and the constant process of reflection on the practice, realizing the transformative praxis, based on the concept of professional teacher development discussed by Marcelo (2009). Pedagogical practices are characterized as traditional, evaluative, punitive and rewarding and challenging, with the use of notebook, blackboard and copy, and the transmission of knowledge. The evaluative practices point to the evaluation as quantification and control of the assimilated contents, although there are attempts of a formative and emancipatory evaluation. The practices of punishment and reward are composed of exchange of favors for good behavior and accomplishment of activities, and, finally, there are challenging practices, in which the teachers instigate the students to think critically. The teacher / student / knowledge relation is affective, but vertical, so that the teachers have the knowledge and control over it, and must transmit it to their students. The research found that the pedagogical practice reveals a constant process of reflection. There are times when teaching is understood from its character of political and human transformation and emancipation, and in others, as a means of reproducing the forms of organization arising from the capitalist system. Therefore, there are indications of contradictory movements in the constitution of public education from the pedagogical practice of the teachers.