Formar professores para os desafios profissionais futuros: O potencial das comunidades de prática e do prático investigador

Paula Batista

doi:10.24840/esc.vi67.776

Autores

Paula Batista Centro de Investigação, Formação, Inovação e Intervenção em Desporto (CIFI2D); Centro de Intervenção e Investigação Educativas (CIIE); Faculdade de Desporto, Universidade do Porto https://orcid.org/0000-0002-2820-895X

DOI:

https://doi.org/10.24840/esc.vi67.776

Palavras-chave:

comunidade de aprendizagem, desenvolvimento profissional, investigação da prática

Resumo

Esta reflexão parte dos desafios que se colocam à formação de professores para explorar o potencial formativo das comunidades de prática e do prático-investigador na arquitetura da formação de professores. O mote são estudos de revisão de literatura, identificados nas bases de dados B-on e Scopus na última década, sobre as comunidades de prática e o prático-investigador na formação de professores, coadjuvados com evidências resultantes de projetos de investigação desenvolvidos no âmbito do 2.º Ciclo em Ensino da Educação Física para os Ensinos Básico e Secundário da Faculdade de Desporto da Universidade do Porto. Foram identificadas vantagens em configurar a formação de professores e o desenvolvimento profissional num continuum, em espaços partilhados, como comunidades de prática/aprendizagem, em que os/as professores/as das escolas e da faculdade cooperam na formação de futuros professores e, simultaneamente, se desenvolvem profissionalmente. As comunidades necessitam de ser descentralizadas e democráticas para serem sustentáveis. A formação de professores baseada na investigação pode servir como força motriz para vincular os/as futuros/as professores/as a práticas informadas pela pesquisa. Já a sua permanência, como práticos-investigadores, reclama por uma cultura de escola que apoie e valorize a investigação educacional.

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