Professional development experiences in effects for writing to basic education teachers: relations between university and school

Abstract

We understand that when teachers write about their pedagogical practices, they communicate what happens to them in their professional development, at the same time, they position their experiences as events for dialogue with others. Based on this assumption, in this research we aim to analyze the meanings attributed by teachers to their professional development experiences in their relations to write and communicate their pedagogical practices beyond their school. With a case study, we present understandings based on semi-structured interviews with a collective of writing teachers. We evidence that the interpretations are based on theoretical understandings about teacher professional development (DPD) and writing as a teacher training strategy. From the interfaces between the theoretical and the empirical (data) we elaborate the analysis categories: experiences in professional development in their effects on writing and, conversely, writing in its effects on professional development experiences. With the interpretations, we conclude that the promotion of professional development experiences for teachers in a collective school project has the power to constitute a collective of teachers who write and publish about their school and vice-versa. When teachers write and communicate their school to other contexts, they favor the improvement of pedagogical practice, the development of teaching identity and the training of their teachers. With this, they make it possible to position the public school and its teachers in social context and subjects that produce knowledge. This perspective is expanded in interfaces with university, which is improved in teacher training pathways.