Professional development of basic education teachers with strict sensu training: a dialogue with the principles of Freirean pedagogy

Abstract

This study aims to relate the professional development of basic education teachers, with stricto sensu training, in the municipality of Itapetinga-BA, to the founding principles of Paulo Freire's thought. For this, we adopted a research with a qualitative approach, based on phenomenology. As a technique to produce data, we carried out three face-to-face conversation groups, with the participation of 14 professors. The results show that the collaborating teachers underwent a critical-emancipatory training, which, in addition to other issues, provoked reflections on the importance of their responsibility for their own professional growth and improvement, of their engagement for better work conditions; as well as the perception that a teacher is an unfinished and historical human being that is socially made and remade, therefore, it needs permanent training. This study made it possible to understand DPD as a distinct, individualized process, loaded with historicity, discoveries, beliefs, motivation, knowledge, clashes, struggles, knowledge, reflections, training and self-training, in addition, crossed by changes in the teaching professional identity, changes in the practice, position shifts in professional practice and permeated by the founding principles of Freirean thought. All these factors, in a particular way, were fundamental for the search for teacher professionalization, and consequently, potentiators of DPD.