O educador como profissional reflexivo: um olhar sobre a docência na Escola Municipal Jonathan Da Rocha Alcoforado – Fortaleza/Ceará

Abstract

This work aimed to know the vision of teachers working at the Jonathan da Rocha Alcoforado Municipal School, located in the city of Fortaleza - CE, on the perspective of the educator as a reflective professional and the meaning of teaching for himself, based on a their own practice. It is important to emphasize that in the last decades there have been discourses about teacher education in the face of the new paradigms that emerge in society, demanding new postures of educators in training and those who already perform the teaching function. In view of this, there is the desire to contribute to improving educational levels, while at the same time seeking to minimize problems that haunt the education system, such as repetition and avoidance, learning difficulties, school failure, and need to seek a qualified inclusion in the education system. From this perspective, teachers, such as Pimenta and Ghedin (2002), Facci (2004), point out that reflection must be an essential element for teachers' practice, as it will lay the foundations for a new (FONTANA, et al, 2013). In this paper we present the results of the study of teachers' In this sense, the research is characterized as qualitative, as it enters the life and professional histories of teachers in order to reach the objectives proposed in this research. The methodological resources used to construct the data were: semi-structured interviews and informal conversations with the teachers. It is concluded that the teachers, participants in this study, believe that reflexive practice is essential to make the teacher, since it can trigger new postures that will glimpse new horizons, in order to evaluate and analyze what was thought, the actions taken and the necessary adjustments, thus theorizing the practice itself. Keywords: