Do instituído ao instituinte: pesquisa narrativa autobiográfica sobre um projeto de formação de formadores de professores da educação básica e a experiência de si
Data
2023-04-28
Autores
Batista, Valter Pedro 
Orientadores
Pesce, Lucila
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A presente tese consubstancia-se como uma narrativa autobiográfica de abordagem metodológica qualitativa. Nela, o pesquisador, a partir da experiência de si, coloca-se como sujeito deste processo, tendo suas concepções e práticas sobre a formação de formadores de professores da educação básica como o eixo central do estudo. O objetivo geral da pesquisa é compreender de que modo essa pesquisa narrativa pode auxiliar na reflexão crítica do seu processo formativo, como formador de formadores, para que possa contribuir para a experiência de práticas colaborativas, de empoderamento e de conscientização de si, com reflexos para os sujeitos sociais com quem interage nesses processos formativos. O processo formativo em tela é percebido na sua relação dialética entre o instituído e instituinte, de modo a desvendar a ideologia de projetos políticos governamentais na área da educação paulista. O marco teórico ergue-se em meio aos seguintes campos conceituais: movimento instituinte na educação, formação continuada em serviço, no que tange especificamente à formação de formadores e as implicações das políticas educacionais que versam sobre a nova gestão pública, no tensionamento entre, no polo do anúncio, as práticas formativas colaborativas em favor de um empoderamento coletivo; no polo da denúncia, a ideologia da competência. As formas de análise concentram-se nos textos de pesquisa elaborados a partir das notas de campo sobre as experiências do pesquisador, no trato com a própria memória e demais registros, notas de aulas, planos de ações formativas por ele elaboradas, bem como leituras dos documentos orientadores e outras fontes correlatas. Os achados da pesquisa ratificam a tese de que o Projeto de Acompanhamento Pedagógico Formativo (PAPF) ofertado pela Secretaria da Educação do Governos do Estado de São Paulo (SEDUC-SP) ancora-se em princípios neoliberais, que desconsideram as circunstâncias dos sujeitos sociais em formação.
This thesis is an autobiographical narrative developed under a qualitative methodological approach. In it, the researcher, from his own experience, places himself as the subject of this process, having his conceptions and practices on the training of trainers as the central axis of the study. The general objective of the research is to understand how this narrative research can help in the critical reflection of its formative process, as a trainer of basic education teacher trainers, so that it can contribute to the experience of collaborative practices, empowerment and self-awareness, with reflections for the social subjects with whom he interacts in these formative processes. The formative process on screen is perceived in its dialectic relationship between the instituted and the instituting, in order to unveil the ideology of government political projects in the field of education in São Paulo. The theoretical framework arises from the following conceptual fields: instituting movement in education, continuing education in service, regarding specifically the training of trainers and the implications of educational policies that deal with the new public management, in the tension between, in the pole of the annunciation, collaborative training practices in favor of collective empowerment; at the pole of denunciation, the ideology of competence. The analysis focus on research texts prepared from field notes on the researcher's experiences, dealing with his own memory and other records, class notes, plans of training actions elaborated by him, as well as readings of the guidance documents and other related sources. The research confirms the thesis that the Formative Pedagogical Accompaniment Project (PAPF) offered by the São Paulo State Department of Education (SEDUC-SP) is anchored in neoliberal principles, which disregard the circumstances of the social subjects in training.
This thesis is an autobiographical narrative developed under a qualitative methodological approach. In it, the researcher, from his own experience, places himself as the subject of this process, having his conceptions and practices on the training of trainers as the central axis of the study. The general objective of the research is to understand how this narrative research can help in the critical reflection of its formative process, as a trainer of basic education teacher trainers, so that it can contribute to the experience of collaborative practices, empowerment and self-awareness, with reflections for the social subjects with whom he interacts in these formative processes. The formative process on screen is perceived in its dialectic relationship between the instituted and the instituting, in order to unveil the ideology of government political projects in the field of education in São Paulo. The theoretical framework arises from the following conceptual fields: instituting movement in education, continuing education in service, regarding specifically the training of trainers and the implications of educational policies that deal with the new public management, in the tension between, in the pole of the annunciation, collaborative training practices in favor of collective empowerment; at the pole of denunciation, the ideology of competence. The analysis focus on research texts prepared from field notes on the researcher's experiences, dealing with his own memory and other records, class notes, plans of training actions elaborated by him, as well as readings of the guidance documents and other related sources. The research confirms the thesis that the Formative Pedagogical Accompaniment Project (PAPF) offered by the São Paulo State Department of Education (SEDUC-SP) is anchored in neoliberal principles, which disregard the circumstances of the social subjects in training.