A transformação das práticas profissionais docentes tendo como referência a Metodologia Telessala™: um estudo de caso do Programa Autonomia

Abstract

This article seeks to analyze the transformations in the pedagogical practices of educators who used the Telessala Methodology™ in the Autonomy Programme between 2009 and 2015, a partnership between Roberto Marinho Foundation (FRM) and Rio de Janeiro State Education Department (SEEDUC), Brazil, which aims accelerate the studies of students with discrepancy between age and grade for the conclusion of Basic Education. It seeks to understand what changes have occurred in their professional and personal identity as single teachers with an interdisciplinary and not-serial but modular organized work; a contextualized and problematized curriculum experienced through a routine in which the teacher assumes the role of pedagogical mediator and the knowledge is constructed collectively with the students, divided in four Teams. For this, they undergo through a process of continuous training, at the beginning of each module, where they strengthen the theoretical and methodological assumptions, as Image Reading and the Memorial writing and dialogue with other teachers experiences; during the pedagogical accompaniments into the classrooms, that aim to identify their achievements and give attention to the challenges; and in the collective planning meetings with the presence of the multidisciplinary team. Reflect about the possibility of applying this alternative didactic in regular education or other educational contexts, considering their contributions to the quantitative and qualitative improvement of the teaching and learning process in situations of high failure rates and school dropout.