Uma análise do fundo de apoio à pesquisa na educação básica (FAPEB) e do desenvolvimento docente na perspectiva do letramento científico

Abstract

This doctoral thesis seeks to investigate how the participation of teachers from the City Hall of Juiz de Fora (MG) in the Fund for Support for Research in Basic Education (FAPEB) may have contributed to teacher development, based on the identity of the teacher-researcher who is involved in Scientific Literacy (SC) practices at school. In view of this, this research considers the following specific objectives: i) to identify the historical, social, political and professional foundations that made the implementation of FAPEB possible, as well as the system of genres and activities of the program; ii) to analyze clues of teacher development regarding concepts, actions and identity related to the professional field and; iii) to analyze the effects of teacher participation in the FAPEB program from a reflexive-critical approach supported by scientific research activities. It is noteworthy that, for this study, language, anchored in the theoreticalmethodological framework of Sociodiscursive Interactionism (ISD) (Bronckart, 1999, 2006, 2008), constitutes an instrument for human development, as is the case with the scientific language practices that support LC in the field of Applied Linguistics (AL) (Silva, 2019, 2020; Magalhães; Cristóvão, 2018). In this scope, this investigation is methodologically organized around the qualitative-interpretative research approach, whose corpus was constituted from the analysis of documents recovered from the Historical Archive of the Secretariat of Education of Juiz de Fora (SE/JF) and from interviews conducted with five professionals from the education network linked to FAPEB. It follows that the data organization and analysis procedures were based on the Thematic Orientation Segments (SOT) and the Thematic Treatment Segments (STT) (Bulea, 2010), which brought relevant considerations to respond to the objectives set. Thus, with regard to the first specific objective, whose information came from interviews with two employees of the SE, the research demonstrates that FAPEB is based on a municipal public policy, established by Law No. 10,367/2002, which innovates by providing teachers in the network with the opportunity to train through research actions in a political, historical and ideological context of valorization of the professional career of the early 2000s. With regard to the second objective, the interviews conducted with the three teachers who implemented their projects at FAPEB demonstrate signs of teacher development, whether through concepts, actions or the assumption of the teacher's identity based on their actions in and through research in basic education. The third objective, according to data provided by interviews with teachers and by the SE Historical Archives, indicates that teachers involved in FAPEB are trained as researchers who critically reflect on their practices in professional situations, considering the clues that reveal the presence of 5 of the 7 Dimensions of LC indicated in the research and allocating the use of textual genres that organize a system of scientific genres specific to LC practices. Therefore, we conclude, based on these analyses, that the inclusion of teachers from the municipal school system of Juiz de Fora in FAPEB enabled them to develop their identity from a perspective that allows them to act as researchers of their own teaching practice mediated by research actions focused on LC, even if there are pressing gaps that need to be considered in this proposal that becomes a milestone in the continuing education of teachers in the workplace.