Diálogo del profesorado en un desarrollo profesional centrado en el alumnado en una escuela secundaria de los Estados Unidos de América

Leticia Alvarez Gutiérrez; Patricia D. Quijada Cerecer

doi:10.7179/PSRI_2014.24.09

Autores

Leticia Alvarez Gutiérrez Universidad de Texas en San Antonio
Patricia D. Quijada Cerecer University of California at Davis

DOI:

https://doi.org/10.7179/PSRI_2014.24.09

Palavras-chave:

Educação urbana, formação de professores em serviço, práticas educativas, qualidade de professores

Resumo

Utilizando o paradigma decorrente da Formação Continuada para a Construção de Práticas Docentes Centradas na Realidade do Aluno (LCPD, na sigla em inglês), educação dialógica e Práticas Pedagógicas Transformadoras (PPT), esta pesquisa analisou atividades pedagógicas que revitalizam valores presentes em comunidades de aprendizes composta por docentes, desafiam pressuposições sobre o processo de aprendizado, reforçam identidades profissionais, e cultivam possibilidades de práticas transformadoras. Este estudo focou-se em um grupo de professoras e administradoras de escolas em uma escola urbana de ensino secundário no Sudoeste do estado do Texas. O processo de reflexão, exame e diálogo proporcionado pela iniciativa da LCPD contou com a participação de professoras (13) e administradoras (3). O objetivo da ação foi o questionamento de opiniões deficitárias sobre a capacidade de alunos de origem
Latino-Americana em relação ao processo de aprendizado e a criação de caminhos pra o sucesso dos mesmos. O material utilizado nesse estudo fazem parte de um conjunto de dados de uma pesquisa mais ampla de formação continuada de docentes realizada em uma cidade grande na região sudoeste do estado do Texas. A ferramenta metodológica escolhida para este trabalho foi a análise de narrativas. Durante esse processo, os autores focaram-se em práticas pedagógicas que serviram para revigorar o senso de comunidade entre as professoras e as administradoras; reforçar suas identidades profissionais e modificar seu comportamento em sala de aula assim como suas práticas pedagógicas em relação aos seu alunos de origem Latino-Americana. Os resultados da pesquisa salientam a urgência de reformas educacionais que incluam a formação continuada de docentes para promover a transformação, o aperfeiçoamento e involvimento de professores assim como para revitalizar práticas pedagógicas que auxiliam o sucesso acadêmico e social de todos os alunos.

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