UM PROCESSO DE PESQUISA-FORMAÇÃO: DIÁLOGOS SOBRE CURRÍCULO ESCOLAR, TECNOLOGIAS DIGITAIS E CONHECIMENTOS DE PROFESSORAS

Abstract

This research was developed with the objective of analyzing the process of (re)construction of knowledge’s teachers from the early years of Elementary School and possible relationships with a process of continuous formation with/for the integration of digital technologies into the curriculum. The doctorate’s thesis was part of a research supported by Fundect/CAPES, that aimed to investigate the integration of Digital Technologies into the Curriculum of the Early Years of Elementary School. The data for this thesis, a research-training, were produced over two years (2017 and 2018), in partnership with five teachers in a public school in Campo Grande. Among the actions developed at the school, there were biweekly planning meetings with each teacher; observation of classes; collective meetings for reflection and evaluation of actions at school; workshops, when requested by the teachers. These actions were recorded on sound and a researcher's diary was created to guide the writing of narratives for the presentation and analysis of data produced in the research. In this thesis, we present diary-narratives and narrative-analysis about actions and dialogues in training-planning meetings with two teachers from the group, held in two semesters. The narrative-analysis was guided by complex thinking based on Morin's studies and on the teacher training for the integration of digital technologies into the school curriculum according to Sánchez, Almeida and Valente. When discussing teachers' knowledge for this integration, the analysis was guided by studies by Mishra and Koehler. From the analyzes carried out, we consider that in this research-training process, from the partnership of researchers and teachers, the process of (re)construction of knowledge with each teacher was continuous, (re)built from dialogues about classes, school, students, movements that drove the teachers in each meeting. The knowledge of teachers about the integration of digital technologies was being (re)constructed, changing from dialogues, perception, experiences and reflections in training-planning meetings. Each meeting was based on what was happening at the time, involving dialogues about how to teach and learn content provided for in Curriculum Guidelines and about planning and evaluation of actions with digital technologies developed in the classroom. In the dialogues and actions experienced in the classroom, each teacher, in her own way, was (re)building Technological Pedagogical Content Knowledge (TPACK), self-eco-organizing in the relationships with her students, school, training, producing different school curricula and integrating digital technologies. They are knowledge in the construction process, being continuously transformed, in movements of “being” constructed at each moment, not static, ready and finished, a movement of “TPACK being” constructed. Knowledge that affects and is affected by the complex and daily movement of each teacher's life, which overflowed the intersections proposed by Mishra and Koehler, as they involve different emotions and subjectivities.