Implicações da formação continuada para o ensino de argumentação no saber, no fazer e no ser docente

Abstract

This dissertation aims to understand the implications of continuing education in the construction of theoretical and practical knowledge necessary for the development of pedagogical practices focused on argumentation in the early years of elementary school. The specific objectives are: identication of the conceptions and redefinitions of argumentation held by teachers participating in the formative process under investigation; analysis of the theoretical and practical knowledge (re)constructed by these teachers during continuing education on the subject; establishment of the relationships between argumentation teaching practices and the formative process experienced by the educators. The relevance of this study lies in the limited access that teachers with degrees in Pedagogy have to specific knowledge regarding the teaching of argumentation to children. The argumentative literacy resulting from such pedagogical practice contributes to the exercise of citizenship and to the establishment of democratic relations in communicative situations involving controversial topics. Methodologically, this is an empirical, qualitative research study. The data, produced through questionnaires, participant observation, and interviews, were categorized using Discursive Textual Analysis (DTA). The locus of the study was the formative program Ensino de Argumentação na Escola (ENARE), conducted with public school teachers from the municipality of São Cristóvão, Sergipe, Brazil. The results demonstrate that continuing education contributes to the re-signification of teachers' conceptions about the act of arguing, to the development of teachers' argumentative literacy (TAL), and to the (re)construction of other theoretical and practical knowledge, which is reflected in teaching practice and in the way of being a teacher. As a result, the classroom becomes a space conducive to children's active participation and to the establishment of dialogical relationships between teachers and students, confirming the idea that continuing education is essential for the development of pedagogical practices related to argumentation in the early years of elementary school. However, the implementation of this kind of formation faces curricular and contextual challenges that require further studies to analyze their consequences and possible solutions.