MEM/Portugal sentidos e significados de uma (auto)formação cooperada entre professores

Abstract

This text is a result of research carried out in the postdoctoral studies in Educational Sciences of the University of Porto and, intends to demonstrate, teacher experiences that relate the categories Integral Training, Cooperative Learning, Innovation / Pedagogical Differentiation and School, supported by experiences of teachers of the MEM / Portugal. The objective is to discuss and analyze, based on the pedagogical actions mentioned, the process that constitutes a human formation that reflects the subjects in their integrality, autonomy and emancipation. It also aims to understand everyday pedagogical actions and relationships that shape a teaching culture of (re) invention of the school from contexts of innovation. Methodologically, this is a qualitative research based on dialogical analysis in which oral and written sources have been associated, in the sense of moving from the specific to the general, that is, from the particularities of the object to the comprehension of a complex whole, which are the categories School and Teaching, in the experience of a proposal of education that subverts the logic of instrumentalism and technicalism. In concluding hypotheses, they mean dense contact with another approach to the school institution under a bias of rupture with the normative and positivist tendency. Finally, the aim is to broaden the scope of debates and theoretical and practical insights about teaching and the School as a place / time for science / research and the possibility of contributing to the production of new meanings / social meanings.