Challenges and learned lessons stemming from dialog and profession: what basic education teachers have to say

• Autor(a) principal: Costa, Elisangela André da Silva
• Data de Publicação: 2021
• Outros Autores: Pimenta, Selma Garrido
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55483
• topic: teacher training; dialogicity; teaching.; formación de professores; dialogicidad; enseñanza.; formação de professores; dialogicidade; docência.

The reflection on the impacts of contemporary educational policies on the work and training of teachers indicates the advancement of the neoliberal perspective that denies the condition of these professionals as persons and intellectuals, trying to reduce them to the figure of technicians who adapt to regulatory strategies and seek achieve better results, with fewer and fewer resources. Dialectically, formative experiences guided by valuing the knowledge, trajectories and experiences of these subjects have also been recorded. This text aims to reflect, from the dialogicity and its principles, on the limits and possibilities of learning of the teaching profession in the face of the influences of the current educational policies. Through reflective dialogic circles carried out with thirteen teachers, aspects that articulate life, training and work were discussed. The results, analyzed from Freire (1967, 1987, 1996, 2000) and other authors who present dialogicity as a theoretical, political and methodological perspective, point out that the learning of the teaching profession, in the current context, demands a critical and problematic orientation that guide the Limit Situations that brake the possibilities of humanization and the Unviable Viables that result from hoping as a political and ethically situated attitude towards the profession and the context in which it is inserted.