O processo dialógico entre família e escola: limites e possibilidades para a auto(trans)formação permanente com professoras

• Autor(a) principal: Santos, Caroline da Silva dos
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000bjtw
• Texto Completo: http://repositorio.ufsm.br/handle/1/7282
• topic: Família; Escola; Professoras; Auto(trans)formação permanente; Family; School; Teachers; Continuous auto(trans)formation; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This Dissertation of Master in Education was developed in line of research Education, Knowledge and Professional Development in Universidade Federal de Santa Maria (RS). It was constituted as a possibility of insertion in reality of school and of dialogue with different families of four classes of Elementary School of a municipal school in Santa Maria city. We problematized, during the research with the coauthors teachers, how questions of dialogue between families and school are constituted. Our objective, during the study, it was analyze how the limit-situations and the daily challenges emerges from the possibility of school/family dialogue and its contributions to continuous auto(trans)formation of teachers from four classes of Elementary School. The search had a qualitative approach, study of case, once this allow us to involve meanings, opinions, facts, all them permeated for relations between people, subjects inserted in a social context. The second moment of data production was constituted by organization of a no structured questionnaire, or open, presented to families, in order they could say the word (FIORI. In FREIRE, 2011), to tell about their experience in school context and, in this way, to socialize their subjectivities. From it, we organize some themes that were very important to the constitution of Investigative-formative Dialogical Circles (HENZ, FREITAS, 2015) with teachers. After an initial research with families, based in no structured questionnaires, we started to organize the meetings with the group of teachers. They were three meetings with the coauthors, which happened through Investigative-formative Dialogical Circles inside of a perspective of Freire, having as base the Circles of Culture (Freire). In meetings, the teachers were invited to dialogue and to rebuild new meanings to the relation school and family, which constituted themselves in a space where the subjects could say their words . In the research, it was purposed the construction of a solidarity dialogue, in that each one teach-learn, since that we believe that each coauthor was an original source and unique in an own way of knowledge, then we were exchanging experiences, knowledges with the coauthors in research to be more them all and for viable inedited. For believe that nobody educate nobody and, nobody educate itself alone (FREIRE, 2013, p. 18), it is that we believe in process that emerges from Circles of Culture, cause this referential create the possibility, in last years, to upgrade our researches about the Investigative-formative Dialogical Circles. The theoretical referential is based in Freire (1996, 1997, 2000, 2011), Arroyo (2004), Bardin (1977), Brandão (2007), Chizzotti (2006), Flick (2009), Henz and Freitas (2015), Josso (2004, 2010) between others authors that cross the trajectory of this research. We concluded that the challengers those emerges from dialogue school/family are many, but the coauthor teachers demonstrated that, to welcome the families, and committing themselves with pedagogical work, it is possible and viable a collaborative work between families and school. Still, it were noted that teachers conquered the majority of families of kids and, in this way, they developed a relation of dialogue with them.