A formação de professores e as possibilidades de desenvolvimento da prática pedagógica transformadora no munícipio de Campo Maior-PI

Abstract

A transformative pedagogical practice can only be achieved from solid training bases that aim for new perspectives for the individual. This work has the general objective of analyzing the connections between teacher training in the municipality of Campo Maior-PI and the possibilities for developing transformative pedagogical practice. In order to achieve this objective, three specific objectives were stipulated: to describe the initial training of teachers to work in the early years of elementary school; characterize the continuing education of teachers in the municipality of Campo Maior-PI; identify aspects that characterize a transformative pedagogical practice. The methodology used was a qualitative approach, and descriptive, with data collection carried out through field research. The research was carried out with 3 pedagogues who work in the municipal educational network of Campo Maior-PI and have experience in teaching classes in the early years of elementary school. The theoretical basis used included authors such as Nóvoa (2019), Freire (2004), Lima (2008), Lombardi;Colores and Orso (2021) and Pádua (2000) among others. Through research, it was possible to analyze the aspects that involve a transformative pedagogical practice and how initial and continuing training influence this process of developing teacher practice. It is concluded that, due to the difficulty in making changes in initial and continuing training, transformative pedagogical practice still finds it difficult to establish itself in the school environment.