TEACHER TRAINING FROM AN OMNILATERALITY PERSPECTIVE: CONCEPTS AND CHALLENGES

• DOI: https://doi.org/10.22533/at.ed.515732514113

• Palavras-chave: Teacher Training, Omnilaterality, Conversation Circle, Professional Education

• Keywords: Teacher Training, Omnilaterality, Conversation Circle, Professional Education

• Abstract:

  This work is an excerpt from a master's thesis, whose objective was to analyze the context of pedagogical coordination as a locus of professional development for teachers, in the sense of constructing actions that allow for the improvement of pedagogical practices for the comprehensive training of students. To this end, qualitative research was conducted, using action research as a methodology. The following were used to produce and analyze the information: conversation circles, virtual meetings, discussions in the virtual group, group meetings, and pair meetings. The interpretive process allowed us to construct the understanding that omnilateral training, through the exercise of creative reflexivity in an environment commonly filled with bureaucratic and repetitive actions, can help in the process of overcoming the dichotomy that exists in the context of teaching work. In addition, the results indicate that the research participants, feeling welcomed and belonging to the school community, took on a leading role and became co-authors of integrated practices that favor professional development, strengthening teacher-student interactions. Finally, it is noteworthy how moments of critical discourse about one's own pedagogical work can become spaces for welcoming and producing new ideas and proposals for improving the pedagogical work developed in the school context.