Processos formativos de educadoras e educadores, em contextos de trabalho, no Ensino Fundamental na Rede Municipal de Ensino de São Paulo e a educação integral

Abstract

This thesis is dedicated to the study of training processes carried out in work contexts, during collective study and planning periods. These are understood as space and time for reflection aimed at enhancing pedagogical practices that promote Integral Education and curricular transformation. The research’s premise is the understanding that the education of Educators is not limited to initial training. Instead, it constitutes a continuous process, historically situated and traversed by experiences lived in dailyschool life. Employing a qualitative approach (André, 1983, 2008, 2013; Chizzotti, 2009, 2021; Minayo, 2010). This study adopted “Case Study” as its methodological perspective. It incorporated document analysis, semi-structured interviews conductedwith educators, and observation of training meetings to better understand the specificities of the studied reality. It also explored how these training processes serve as a pathway to broaden self-understanding, enabling the construction of professional identity and the subjects’ capacity to intervene in their practices to promote projects aligned with the principles of Integral Education within public schools of São Paulo’s Municipal Education Network, following the implementation of the Mais Educação São Paulo Project (2014). Among the theoretical contributions supporting the discussions and analyses of this thesis are the works of Paulo Freire (1967, 1999, 2001, 2008, 2011, 2013, 2014), Marina Feldmann (2009, 2020, 2023, 2024), Francisco Imbernón (2009, 2011, 2016, 2017), Maurice Tardif (2014), Maurice Tardif and Claude Lessard (2019), António Nóvoa (1999, 2009, 2017, 2022), Branca Ponce (2016, 2018), Ponce and Araújo (2019), Ponce and Neri (2023) and Jaqueline Moll (2012, 2019, 2022, 2023). These works support the reflection on training processes, professional development, and the role of collective periods as privileged space and time for critical reflection on practices in basic education schools, positively influencing new forms of curricular organization for the advancement of Integral Education. The research findings revealed that training processes, especially those developed during collective study and planning times. These constituted key opportunities for learning, and contributed to the collective construction of knowledge and curricular transformation. It also underscores the relevance of valuing educators through situated training actions, as a guiding axis for public educational policies that promote Integral Education