From teacher training to the metamorphosis of the pedagogical practice in research with intervention in Basic Education

De la formación docente a la metamorfosis de la práctica pedagógica en la investigación con intervención en Educación Básica

Abstract

The traditional format of teacher training, organized around lectures and loose meetings, benefits pedagogical practices motivated by instruction planning that untie the study of the curricular contents from the demands of local and global realities. Considering the relevance of overcoming such formative perspective, this article has the purpose of systematizing the results of a research conducted on the professional master´s degree level, in which a teacher´s formation proposal was developed committed to the metamorphosis of the pedagogical practice by using a teaching methodology committed to adequate planning. Conducted along the period of the Covid-10 pandemic, the study prioritized the research-action and qualitative approach to mobilize 30 participants who are active either in teaching or in the management of school of Basic Education in the Municipal System of União da Vitória, Paraná. The results of the training include and highlight an emphasis on collaborative work, the stimulus to the feeling of belonging, and an in-depth theoretical view associated with the use of a methodology committed to bringing together the curricular contents and the local and global demands.