Relações de confiança em contexto de formação continuada de professores: um estudo de caso sócio histórico cultural

Abstract

Education plays a crucial role in the movement of social transformation and the constitution of a nation. It encompasses many layers and dimensions, with the teacher being the main articulator of this process. Therefore, studies that promote the potential of these professional in the context of their workplace, the effective locus of praxis (Freire, 1985), are relevant. In this research, attention was focused on teacher training – in particular, that which takes place in schools, the workplace where teachers construct their teaching professionalism (Alarcão, 2011) –, during moments of reflection (Schön, 1997) that occur in meetings between teachers, pedagogical coordinator and researcher after classroom observations and reflective meetings. From this context, the research carried out aimed to discuss the impact of relationships of trust in teacher training contexts, which are fundamental in the development of critical-reflective teachers (John-Steiner, 2000; Magalhães, 2004). Situated in the field of Applied Linguistics and anchored in Socio-Historical-Cultural Theory, the discursive articulations and historicity of subjects that permeate, promote, and support the construction of trusting relationships are particularly relevant in this study, guided by two research questions: 1) How does the historicity of subjects influence the formation of trusting relationships in teacher training contexts?; 2) What discourses permeate teacher training in the context of reflective meetings, and how do they impact the process of trust-building and teacher development? Theoretically, this thesis is anchored in: contributions from Vygotsky ([1930] 2008, [1934] 2001), Leontiev (1977) and Luria ([1977] 2014), in particular, in the concepts of mediation, zone of proximal development (ZPD), senses and meanings; assumptions that underpin power relations in teacher training spaces (Bernstein, [1990] 2003, [1996] 2000; Bourdieu, 1989); critical reflection (Dewey, 1933; Schön, 1997; Freire, 1970; Smyth, 1992; Van Manen, 1977; Liberali, 2010; Engeström, 2016); role of the question in intervention spaces (Ninin, 2018; Engeströn, 2016). Methodologically, the study wast guided by critical collaborative research (PCCol) (Magalhães, 2004, 2007, 2009, 2011), of a qualitative nature, anchored in the critical paradigm. The corpus investigated was produced from virtual meetings between three focal participants – a researcher, a teacher, and a pedagogical coordinator –, in seven stages, with approximately seven hours of audio recordings. Data analysis indicates that the historicity of subjects tends, albeit slowly, to give way to the possibility of less asymmetrical relationships, consequently, greater openness to redifining trusting relationships that opens up space for development. The results also indicate that discourses produced in reflective meetings are permeated by power relations, socio-historically constituted experiences, different levels of maturity, and diverse discursive movements that tend to influence, albeit non-linearly, the construction of trusting relationships and, consequently, teacher development.