Os efeitos de uma formação docente imersiva em um programa internacional: percepções e mudanças.

Abstract

In view of the challenges that contemporary society has thrown at education, at different levels and modalities, the Gira Mundo Program has sought to contribute both to continuing teacher training and to the insertion of new practices of teaching in Paraíba which reconfigure roles and methods of the teaching-learning process. Based on the experience of immersion of a teacher from Paraíba in the Finnish educational system (through Gira Mundo), this research aims to analyze the effects of this immersive teacher training in international reference education on this basic education teacher and, more specifically, (i) to identify methodological aspects presented during the course, which were perceived by the teacher, as indicators of possible changes, and (ii) to identify changes revealed by the teacher in her reflections about her practice of carrying out the project developed during the course, correlating this experience with theories of continuing and in-service teacher training with those of mediational teaching-learning concepts, of cognitive orientation. In addition to this case study, we used, as methodological procedures: analyzes from primary sources (journal entries, notebook, logbook, photos, videos, memorial, reports, among others) with records of the experience lived by the teacher, before, during and after the immersion experience; theoretical contribution on continuing teacher education (TARDIF, 2014; BORGES, 2004; CORTALAZZO, 2018, IMBERNÓN, 2010; NÓVOA, 1995); continuing training in service (IMBERNÓN 2010; SCHÖN, 2000); student-centered cognitive and mediational teaching-learning concepts (VYGOTSKY, 1978; 2001; FREIRE, 1996; VYGOTSKY, 2001; SACRISTÁN; GOMÉZ, 1998; ROGERS, 1973); active methodologies (FILATRO; CAVALCANTI, 2018; BACICH; MORAN, 2018); Sociodiscursive interactionism (BRONCKART, 1999) and narratives writing as a source/tool of reflection about the teaching practice (MOITA, 1995; BOSI, 1994). The results of this research revealed that the teacher's participation in an immersive teacher training was responsible for changes in her professional practice from the perception of methodologies different from those she was familiar with, as well as also resulting in a change of conception about the teaching-learning process, centralizing it in the protagonism in the student. On the other hand, when trying to implement these changes from an educational project that changed throughout her immersion, after her return to Brazil, the teacher encountered challenges related to the socio-cultural reality of her home location, generating the need for adaptations to overcome obstacles.