A construção dos saberes disciplinares e experienciais de docentes nos mestrados profissional e acadêmico em letras: a percepção de egressos que atuam na educação básica

Abstract

This research investigates teachers' perceptions regarding their continuing education process. Specifically, it examines teachers' views on the role of disciplinary knowledge and experiential knowledge within the Academic Master’s Program in the Graduate Program in Linguistics at UFJF and the Professional Master’s Program, ProfLetras, offered at the same institution. This study is motivated by the frequent emphasis among authors on how teacher education in Brazil prioritizes theoretical knowledge over reflections on teaching practice (GARCIA REIS et al., 2018; GATTI, 2016; LIMA, 2014; NÓVOA, 2007; NÓVOA, 2009; SEVERINO, 2008). I hypothesize that both programs provide privileged spaces for reflection on teaching practice, with the professional modality offering a more explicit articulation between these two areas, given its nature and objectives (GALINDO, 2020; NÓVOA, 1992; ZEICHNER, 1993). Three interviews were conducted with graduates of the Academic Master’s Program in Linguistics (UFJF) and three with graduates of the Professional Master’s Program ProfLetras/UFJF, using use semi-structured interview as methodological tool. This approach preserves the teacher’s role in articulating their own formative and practical trajectory through discourse (SOUSA; CABRAL, 2015; PRADO; SOLIGO, n.d.; LEITÃO, 2021). To achieve the research objectives, a brief history of teacher education in Brazil was outlined, discussing the evolution of teaching programs, the identity of Portuguese Language teachers, and graduate programs in academic and professional modalities (BALBACHEVSKY, 2005; PIMENTA, 1997; SAVIANI, 2009; TARDIF, 2016). Subsequently, the semi-structured interview is presented as a tool within a qualitative approach, suitable for capturing teachers’ subjective impressions of their formative process (AMADO, 2014; BAUER; GASKELL, 2002; DUARTE, 2004; JOVCHELOVITCH; LEITÃO, 2021). Finally, the interviews were analyzed through thematic and content analysis (BARDIN, 1977; DUARTE, 2004). Data analysis reveals that both post-graduate programs modalities foster opportunities for the construction of diverse knowledge and reflection on teaching practice, prompted by shifts in teaching conception and methodology, mediated by the teacher's experience and the theoretical knowledge discussed in courses. This research contributes to understanding how continuing education programs address experiential knowledge and how this process relates to constructing knowledge intrinsic to teaching practice.