Pesquisa-Trans-Formação como estratégia de formação docente

Abstract

Trans-Formation-Research as a teacher training strategy proposes, based on the tension between researching-training-transforming, the creation of Social Situations of Development and, through the use of different pedagogical strategies, promote critical reflection and foster processes of practice transformation teacher. In view of this, this study aimed to analyze and discuss the Trans-Formation-Research developed as a teacher training strategy, carried out in 10 meetings, developed remotely, with 10 Physical Education teachers, who work in Elementary School - Early Years and Finals of the municipal network of a city in the Vale do Paraíba Paulista. Faced with these educators' concerns, the central theme worked on and discussed in the formative meetings was Assessment for Learning in Physical Education, its challenges and possibilities. The information was produced based on didactic-pedagogical strategies specifically designed for the group in question, considering some of the mediations that constitute it, such as the discussion of a teaching case, slides and dialogued formations, presentation of evaluation practices already established and new practices, collective reflection-criticism, collaborative construction of an evaluative proposal, among others. The analytical movement of the information produced, during the process of researching and training these teachers, took place through content analysis, resulting in three categories: Reflection on the practice itself, Learning about evaluation in Physical Education and Change in the evaluation practice, which demonstrated the potential of this way of apprehending and intervening, dialectically, in the studied reality and of favoring educational and social transformation, enabling the recognition of what is new and viable in this process.