O diálogo crítico-colaborativo na formação de professores: ambivalências na representação da identidade docente na produção de materiais didáticos.

Abstract

With the popularization of the internet and the new digital media, not only the way texts relate languages to construct meaning has changed, but also the notion of what knowing is has been transformed. In the digital age, we need to account for various languages to understand the world around us. Moreover, in a context of growing individualism, it has been increasingly challenging to recognize the role of the other in (trans)forming our ways of understanding the world. We believe that it is fundamental to reflect on these issues for the education of critical teachers. In this sense, this research focuses on the impact of the representations of language and teacher identity, which teachers bring with them, to the designing of didactic materials (MD) and the possibilities of transforming these representations through the critical-collaborative dialogue (DCC). Taking into account the above reflections, we try to answer the question: how does critical-collaborative dialogue contribute to teachers’ education? Understanding the dialogue as an instrument for reflection and the transformation of perspectives, we investigated the potential of the DCC for the education of more critical teachers, especially in the moments of designing of didactic materials. To achieve this goal, we proposed the following specific objectives: (a) to identify the elements of the DCC that signal a proposal for a change in the production of the MD; (b) to observe whether and how the DCC impacts the MD produced; and (c) to analyze the impacts of DCC on the education of research subjects. The procedures we used in this research are based on the Collaborative Critical Research framework (MAGALHÃES, 2010), an intervention paradigm focused on collaboration, without a polarized relationship between researcher and subjects or research objects. In this framework, understanding and transforming make up a single act. Five subjects of the UFCG undergraduate degree enrolled in the discipline Theories and Practices of Reading, acted as subjects of this research. This research has as empirical objects the transcription of two DCC, the MD produced by the subjects and feedbacks of the subjects about the experience. In our analysis, we focus on three issues that have become most striking in our corpus: the ambivalences between collaboration and individualism; the traditional and the contemporary; security and uncertainties. Among other results, we emphasize that the openness to dialogue, in our experience, culminated in transformations not only in the MD, but also in the representations of the research subjects about what being a teacher means.