Autonomia profissional docente, aprendizagens coletivas e trabalho colaborativo como domínios para uma experiência pedagógica exitosa: o caso de uma escola da Rede Municipal de Natal/RN

Abstract

This study focuses on the dimensions of teacher professional autonomy, collective learning, and collaborative work as domains for a successful pedagogical experience. Its aim was to understand and reveal how collaborative work and dialogic engagement, shared in the didactic-pedagogical work carried out by teachers and the pedagogical team, contributed to the development of teacher autonomy, understood as enhancing student learning, within the scope of IDEB (Basic Education Development Index). This is a qualitative research with a case study approach - the case of a Municipal School in Natal/RN (early years of Elementary Education). The methodological approach involved literature review, document analysis, and narratives collected through an online questionnaire administered to 20 teachers from the investigated school. The study was grounded in the works of Freire (1979; 1995; 1996; 2005); Charlot (2012); Nóvoa (2009; 2022); Flores and Viana (2007); Day (2001; 2007); Ramalho and Núñez (2003; 2004; 2007; 2009; 2014); Tardif (2002); Garcia (1999; 2009); Pacheco and Morgado (2001); Pimenta (2000; 2017); Gatti (2014), among others. It was assumed that teacher training requires knowledge and expertise inherent to the teaching profession and that these, through the exchange of knowledge and experiences, contribute to the construction of the teaching identity that enhances professional development (Ramalho, Núñez, and Gauthier, 2004). The study is based on the Basic Education Development Index (IDEB/SAEB/INEP) of the school, which stands out for showing a progressive increase in this index, going from 3.5 in 2011 to 5.6 in 2021, despite the numerous challenges faced. The teachers link teacher autonomy to creative, dynamic didactic-methodological activities permeated by themes of local culture, enhancing student participation with innovative activities that motivated the advancement of their learning and the teachers' own learning, including: the use of dynamics involving reading and writing; periodic diagnostic activities; text production; field trips; dynamics to encourage parental involvement in the school; student-led interviews; grouping to minimize learning difficulties in literacy; and the didactic sequence of the reading activity project ‘Tenda Literária’, organized as a portfolio (see attached technical sheet). It is revealed that a large part of the participants recognizes collaborative nature, collective learning, and shared work as strategies responsible, to a large extent, for the successful experience of the school within the scope of IDEB and beyond