Formação continuada em encontros pedagógicos: implicações na (re)construção da identidade profissional dos docentes do curso técnico em agropecuária

Abstract

The pedagogical meeting is an important moment for continuing education in service within the framework of the Federal Institute of Education, Science and Technology of Ceará (IFCE), Umirim campus. It is in this space that the professional teacher identity is (re) constructed, giving a new meaning to the educational dynamics. In this sense, this study had as objective to verify the implications of the continuous training promoted in pedagogical meetings in the (re) construction of the professional identity of the professors of the Agricultural Technical Course of IFCE, campus Umirim. In order to do so, we specifically sought to analyze the academic trajectory of the effective teachers of the Agricultural Technical Course, to understand the teachers 'conceptions about being a teacher, to describe the ongoing training actions that are developed in pedagogical meetings, and to investigate the teachers' importance of continuing education and its interrelationship with professional development. Therefore, we developed an exploratory-descriptive field research with a qualitative approach, in which 13 faculty members participated in the Agricultural Technical Course with three or more years of service in the respective campus. Data collection was performed in January and February of 2018 through the application of a questionnaire with open and closed questions and documentary analysis. The data obtained with the application of the questionnaire were transcribed, categorized and interpreted based on Bardin (2011), as well as analyzed and discussed with support in the theoretical contributions used throughout the foundation phase. In general, the main implications attributed to continuing education in pedagogical meetings for the (re) construction of the professional identity of teachers are directly related to the change of behavior and posture of the teacher in the classroom, to the acquisition of related knowledge teaching, methodological innovations and the alignment of pedagogical practices with institutional principles. Also through this study, we verified that the policy of in-service training implemented in the IFCE, is still fragile and lacking in innovative practices and integrating training. We also consider that the pedagogical meeting should no longer be seen as the only space for continuing education in service. We hope that both the diagnosis about pedagogical encounter and the reflections and suggestions highlighted in this study can provide significant elements for rethinking and strengthening the internal politics of continuous formation of the IFCE, as well as instigating new discussions on this theme.