Formação docente: reflexão para além da prática pedagógica

Abstract

Considering the great challenges that arise in the contemporary educational field, it is necessary to provide teachers with paths and supports that provide advances in their professional performance, investment in their continuing education, but also in their inner strengthening, conditioning for well-being in the face of educational action, in favor of student learning. The general objective of this study is to analyze the contribution of reflection beyond pedagogical practice, as a training resource for teachers, seeking to recognize their potential in the emotional, personal and professional dimensions, on a continuous basis, guiding them to new postures in front of his teaching work. As for the procedure, this research is exploratory, with a qualitative approach, using, as a data collection instrument, the questionnaire applied to a group of teachers and managers of a private teaching institution, located in the city of Salvador, state of Bahia . For this research, a survey of published studies on the topic in focus was carried out, which dialogues with authors who deal with teaching work; the teacher's knowledge and experiences; the reflective process and teacher training; that discuss the analysis of human experiences - essential references for the basis of this research. The analysis of the collected data reveals the teachers' interest in the proposed theme, as they admit the need for emotional strengthening as a way to carry out a more humane and safe pedagogical practice, and recognize the reflection process as an essential resource for the realization and evolution of this The end. From the survey carried out, we understand that, by opting for reflection and analysis beyond their classroom practice, turning to look at themselves, the teacher will be able to favor a process of recognition, empowerment and transformation of their being in the classroom. of class. The study presents, as an interventional proposal, the indication for the construction of a teacher training proposal, which intends to offer this public a space for reflection, sharing and production of propositions and positive interventions in the face of the mission of educating.