Escrevivências como possibilidade de formação humanizadora de professores/as de ciências

Abstract

This dissertation focuses on continuing teacher education. Within the Postgraduate Program in Science Education, specifically the research line: Science Teacher Training, its objective is to understand the process of becoming a teacher/researcher and the confluence of continuing education courses offered by the State Department of Education in the Central-West region. The theoretical framework is based on references such as: Freire (2014, 2016, 2023, 2025); Rios (2010); Garcia (1995); Giroux (1997); Imbernòn (2009); Maldaner (1999, 2017); Nòvoa (2009, 2022, 2023); Perissé (2010); Rosa (2004) and Tardif, Lessard (2014) allow us to understand that continuing teacher education needs to approach full commitment, ethics, aesthetics, decency, dialogue, and research. The teacher and their professionalism are at the center of the formative process, and the trainer plays an important role. Respect, humility, and incompleteness are essential concepts. The Literature Review, moving towards a more systematic approach, was the Systematic Literature Review, using the PICO strategy as the instrument used as a systematization criterion. The theoretical framework used was based on Mattar and Ramos (2021) and Okoli (2019) to support the selection of empirical material for the analysis of the eleven works, namely: 1 thesis, 2 dissertations, and 8 articles. The analysis methodology used is Discursive Textual Analysis (DTA), as it is a qualitative, hermeneutic, and phenomenological research, anchored in Galiazzi and Moraes (2016). Moraes (2020), Galiazzi, Ramos and Moraes (2021) and Calixto (2019) allowed us to investigate the limits, weaknesses, challenges and potential of continuing education courses offered by the SEDs of the Midwest. Themes emerged such as: conceptions, public policies, the need for changes, the format of the training, professional valorization, among others. As an innovative proposal, we combined the concept of critical pedagogy with the concept of "escrevivência" (a term coined by Conceição Evaristo, 2016, 2017, 2020, 2021, 2025) and dialogues with Santos (2024); Jesus (1995) and Mizuno and Marques-de-Oliveira (2024). The emergence of confluences through Evaristo's writing enhances teacher training in its constitution. By awakening personal and professional fragilities and potentialities, it fosters self-knowledge and self-reflection on one's own professionalism. In this sense, the teacher, author of this dissertation, in a process of continuing education, emerges in a becoming, as a researcher-writer, through her lived experiences. Thus, an essay is presented with a humanizing formative proposal, a movement in which Freirean concepts dialogue with Evaristo's writing, envisioning change. In this context, considering humanizing continuing teacher education as a possibility for science teachers to exercise their social, dialogical, and critical function brings them closer to a political role based on ethical and moral values. For it is in the recovery and re-signification of their historicity, culture, and ancestry that personal and professional awareness is realized, providing self-worth, self-formation, and autonomy—humanizing agents.