O (a) professor (a) especialista e o (a) professor (a) polivalente partilhando saberes na docência compartilhada e percorrendo transições entre ciclos de aprendizagem

Abstract

Since 2013, the Municipal Education Network of the city of São Paulo (RMESP) has undergone a process of curricular reorientation anchored in the principles of a critical and emancipatory curriculum within the scope of the Mais Educação São Paulo Program. Among the proposals is the “Shared Teaching” in the Interdisciplinary Cycle among teachers in the 4th to 6th grade classes of Elementary School. According to this proposal, students begin to have specialist teachers in the 4th year, and for the 6th year they will take a generalist or multipurpose teacher (pedagogue), who shares teaching with other teachers from specific areas (SÃO PAULO, 2014). The present study aims to investigate how socialization between teachers of specific training in Shared Teaching in the transition from the 5th to the 6th year of elementary school can contribute to the habitus of the specialist teacher of the different curricular components and to the (a) teacher (a) versatile in the construction of new teaching knowledge and in helping students to overcome their adaptation difficulties. It is proposed to answer the following question: In what way(s) the exercise of teaching among teachers of specific formations in DC can contribute to change the formation and construction of new knowledge - therefore, additions to the dispositions of the habitus in the teachers - and ease the transition of students from the 5th to the 6th grade? The hypothesis defined is that the socialization of these different professionals in shared teaching contributes to the professional development of these teachers with specific and multipurpose training for different age groups, bringing additions to the provisions of the habitus of these professionals and that this action can promote interdisciplinary and meaningful learning for students in the transition period from the 5th to the 6th year, and for other circumstances. To answer the established question, the research was of a qualitative nature, with an interpretive approach according to Bogdan and Biklen (1994), including monitoring of a Training Group with teachers and pedagogical coordinators, in the perspective of Focus Group, who had or who were having the experience with DC. Questionnaires were also sent to course participants to survey the profile and interviews were carried out with professors and coordinators who shared powerful proposals with DC. To achieve the proposed objectives, it was based on the following concepts that permeate Shared Teaching: Habitus (BOURDIEU, 1998), interdisciplinarity (JAPIASSU, 1976; FAZENDA, 1991), collaborative work (FULLAN and HARGREAVES, 2001), partnership (ZAY, 1996), training (IMBERNÓN, 2010; TARDIF, 2002), projects (HERNÁNDEZ, 1998; VASCONCELLOS, 2005), curriculum (SACRISTÁN, 2013; YOUNG 2013) and teaching knowledge (TARDIF, 2002). The data collected from the interviews and the Training Group allow the reflection that the socialization of these teachers with specific training contributes in DC to professional training, bringing new knowledge individually and collectively - therefore, additions to the dispositions of the habitus of these professionals and relevant contributions to the learning processes of the students, especially for the transition. The hypothesis was confirmed from the data collected, as the analysis revealed new dispositions to the habitus of the teachers involved with CD and support in the transition from the 5th to the 6th year