CURRICULUM, PEDAGOGICAL PRACTICES AND COLLABORATIVE WORK

DIALOGUES IN THE CONTINUOUS TRAINING OF TEACHERS

Authors

  • Rafael Carlos Queiroz Universidade Federal do Espírito Santo
  • Bárbara Rebecca Baumgartem França Universidade Federal do Espírito Santo
  • Catarina Tose Fermo Universidade Federal do Espírito Santo
  • Mariangela Lima de Almeida Universidade Federal do Espírito Santo

DOI:

https://doi.org/10.25755/int.30772

Abstract

In the context of social distancing caused by the Covid-19 pandemic, a research group with municipal and state education networks held a short course on curriculum, pedagogical practices and collaborative work. This article aims to analyze the mini-course participants' conceptions about two challenges and possibilities for inclusive pedagogical practices, collaborative work and the curriculum. Of a qualitative documentary-bibliographical nature, it is based on the theoretical-methodological concepts of Content Analysis and Jurgen Habermas's Theory of Communicative Action. Surveys of scientific production and legal documents were carried out; Subsequently, the comments made in the lives were organized and analyzed from two thematic groups: curriculum, pedagogical practices and collaborative work. It is considered that permanent training contributed to understanding the importance of reflection on practice, carried out collectively from clear theoretical concepts in the construction of a school that welcomes diversity and difference in the promotion of equality.

Author Biographies

Rafael Carlos Queiroz, Universidade Federal do Espírito Santo

Doctoral student at the Graduate Program in Education at the Federal University of Espírito Santo. He is a pedagogue in the municipal network of Viana/ES and a teacher of early childhood education in the municipal network of Vila Velha/ES. Member of the Research Group Training, Research-Action and Management in Special Education (Grufopees – CNPq/UFES) and of the International Network Association for Collaborative Action-Research (Estreiadiálogos).

Bárbara Rebecca Baumgartem França , Universidade Federal do Espírito Santo

Possui graduação em História pela Universidade Federal do Espírito Santo (2018). Atualmente é Mestranda do Programa de Pós-Graduação em Educação na Universidade Federal do Espírito Santo, Campus Goiabeiras-ES, e integrante do Grupo de Pesquisa Formação, Pesquisa-ação e Gestão em Educação Especial (GRUFOPEES/CNPq-UFES).

Catarina Tose Fermo, Universidade Federal do Espírito Santo

Graduanda em Pedagogia pela Universidade Federal do Espirito Santo (UFES), integrante do Grupo de Pesquisa Formação, Pesquisa-ação e Gestão em Educação Especial (GRUFOPEES - CNPq/UFES).

Mariangela Lima de Almeida, Universidade Federal do Espírito Santo

Professora Associada da Universidade Federal do Espírito Santo (Centro de Educação/UFES), atuando na graduação e na pós-graduação. É líder do Grupo de Pesquisa Formação, Pesquisa-Ação e Gestão em Educação Especial (Grufopees - CNPq/UFES). Membro da diretoria da Associação em Rede Internacional de Investigação-Ação Colaborativa (Estreiadiálogos). Membro associada da Colaborative Action Research Network (CARN).

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Published

2023-08-28

How to Cite

Rafael Carlos Queiroz, Bárbara Rebecca Baumgartem França, Catarina Tose Fermo, & Mariangela Lima de Almeida. (2023). CURRICULUM, PEDAGOGICAL PRACTICES AND COLLABORATIVE WORK: DIALOGUES IN THE CONTINUOUS TRAINING OF TEACHERS. Interacções, 19(66), 1–24. https://doi.org/10.25755/int.30772

Issue

Vol. 19 No. 66 (2023): Número Especial (2) - Recomposição das Aprendizagens & Renovação de Práticas Metodológicas e de Gestão

Section

Number 25 - Special Number - Adolescence, Gender and Violences

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