Professional teaching practices transformation from the use of Telessala MethodologyTM: a case study of the Autonomy Programme (2009 – 2014)

Author(s):

Ana Teresa Pollo Mendonça (presenting / submitting) Ariana Cosme

Conference:

ECER 2017

Network:

Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

ERG SES D 05, Professionalism and Education

Paper Session

Time:

2017-08-21

13:30-15:00

Room:

W2.10

Chair:

Jonas Almqvist

Contribution

The purpose of this abstract is to oral present in the 2017 Emerging Researchers‘ Conference or at the alternative EERA network 27. Didactics - Learning and Teaching, the research developed in the Doctoral Programme in Science of Education at Porto University, Portugal, about the transformations in professional teaching practices of educators who used the Telessala Methodology^TM in Autonomy Programme in Rio de Janeiro State, Brazil, between 2009 and 2014.

The motivation to write about this subject came up during the years I worked as an educational consultant at Roberto Marinho Foundation (FRM) in public policies for youth and adults students in discrepancy between age and grade of Brazilian public schools, that use the Telessala Methodology^TM, in partnership with cities and state governments, among them, the Autonomy Programme from the Education Department of Rio de Janeiro State (SEEDUC).

So, besides understand and analyse the transformations in professional teaching practices of these educators, the specifics objectives of this research are understand and analyse how they seem themselves today as professionals and human beings, from the changes that the use of this practice brought to its role of organizers in the teaching and learning process; what changes that from the use of this didactical pedagogical resource occurred in the affirmation and transformation of their teaching and personal identity; and to reflect about the application possibilities of this didactic methodology in other educational contexts.

This latter specific object leads to my original question: assuming that the Telessala Methodology^TM transformed the professional teaching practices of educators who worked in the Autonomy Programme in Rio de Janeiro State, Brasil, between 2009 and 2014, which contributions this change can offer to improve teaching practices inside or outside the classroom, in regular schools or other educational settings and thus to the quantitative (reduction of failure and evasion) and qualitative (teaching and learning) improvement of basic education?

Therefore, the research questions are: Q1: What were the challenges and achievements that these educators faced as multidisciplinary teachers? With the Central Theme and the Thematic Axes worked in a modular way? With the steps of the daily pedagogical work of Telessala (as the Teams, the Reading of Image, and the writing of the Memorial)?; Q2: Has teacher trainings and pedagogical accompaniments developed as a continuing education process?; Q3: Has the use of the Telessala Methodology^TM in the Autonomy Programme transformed their pedagogical practice?; Q4: What changes have occurred in affirming and transforming their personal and educational identity?; Q5: Has these educators brought to their present professional context some practices of this didactic methodology?

Also, the Telessala Methodology^TM has as theoretical and methodological assumptions a conception of education as a practice of freedom/autonomy/citizenship based on the ideas from Paulo Freire; a theory of learning and knowledge based on the concepts of complexity from Edgar Morin, of competence from Philippe Perrenoud and of constructivism from Lev Vygotsky; a conception of a diagnostic, procedural and formative evaluation, and of the teaching and learning process where the teacher is trained to assume the role of a pedagogic mediator.

For the thesis, I use, among others, the Telessala Methodology^TM from Vilma Guimarães; the UNESCO Four Pillars of Education by Jacques Delors; the question of the teacher as a qualified interlocutor from Ariana Cosme; the tensions and the pedagogical point from Phillipe Meirieu; the Paradigm of Communication from Rui Trinidade; manuals about qualitative research in education and case study as João Amado, Jose Carlos Morgado and Robert E. Stake; and content analysis from Laurence Bardin.

Method

This research is based on a methodological approach of qualitative nature since it understood that this rationality is the most adequate for a work that is mainly about understanding and interpreting a singular and complex reality. Robert E. Stake (2012), about the differences between qualitative and quantitative research, affirm that they lie in the objective of understanding and not explaining - as if there were logical causes and consequences which could give rise to statistics - the object of investigation. The option for case studies appears because it is a question of deepening a specific object of study and it is necessary to describe it in detail, conceptualize it, theorize it and contextualize it to interpret this changes. José Carlos Morgado (2012) describes four characteristics of a case study: it is a holistic study, takes into account the complexity of the context; empirical, subject to the data collection through instruments and techniques; interpretative, is not intended to be impartial; and empathic, takes into account the voices of the actors involved. As a procedure of analysis, the technique of content analysis has been used, whose purpose is to give voice to the “spoken”, “not spoken” and to the silences of the investigated, conferring them the status of co-authors of the text. Laurence Bardin (1995) concludes that “the use of ‘rupture techniques’ is more useful for the specialist in human sciences, as more he has an impression of familiarity with his object of analysis” (Bardin, 1995: 28). The richness of this strategy is to allow the surface the unique experiences of these educators, because the objective is not to get answers of yes or no, what and how much, but how and why. About group interview, João Amado (2013) underline that “it is not the private universe that counts, but the collective specific meanings of the group” (Amado, 2013: p. 224). Thus, it has been developed through semi-structured individual interviews and focus groups with primary and secondary schooling educators from public schools in the Capital, Baixada Litorânea, Região Serrana and Noroeste of Rio de Janeiro State. Representatives of FRM and SEEDUC are also being interviewed. In order to triangulate this information, quantitative data were collected from INEP, the Official Diary of Rio de Janeiro State, the SEEDUC webpage, and the External Evaluation of Egresses and Active Teachers of TelecursoR: 2013/2014, contracted by FRM.

Expected Outcomes

From the content analysis of the semistructured individual interviews with the teachers, it is already possible to conclude, according to the research objectives that yes, there were transformations in the professional teaching practices of educators who used the Telessala MethodologyTM in the Autonomy Programme between 2009 and 2014. Regarding the changes that the use of this practice brought to its role as organizers of the teaching and learning process, we noticed that taboos and paradigm were broken when they became mediators and no longer defenders of a fragmented knowledge as the only holders of a scientific contest; because that they learned with the students, from a new teacher and student relationship, no longer authoritarian, but democratic. About the changes that occurred in the use of this didactic and pedagogical resource in the affirmation and transformation of the teaching and personal identity of these professionals, we find out that there was a rescue of the ideal presented at the beginning of a teaching career; an enhance of the role of a teacher to an educator; and, after years of regular schooling, an exit from the “comfort zone” what brought a new encouragement to these educators. And respecting the possibilities of applying this didactic methodology in other educational contexts, we can conclude that yes, it is possible, but it is necessary to guarantee teachers training and pedagogical accompaniment to progress from the paradigm of the nineteenth century instruction, beyond the paradigm of learning, whose center is no longer the teacher but the student, for the paradigm of communication, according to Rui Trindade (2010), whose third vertex of the triangle proposed by Houssaye is the cultural patrimony, what approaches Paulo Freire's (1987) ideas that no one educates anyone; no one educates himself, we all learn in communion.

References

Amado, João (coord.) (2013). Manual de investigação qualitativa em educação. Imprensa da Universidade de Coimbra. Bardin, Laurence (1979). Análise de Conteúdo. Lisboa: Edições 70. Cosme, Ariana (2009). Ser professor: a acção docente como uma acção de interlocução qualificada. Porto: Livpisic. Cosme, Ariana & Trindade, Rui (2010). Educar e aprender na escola: questões, desafios e respostas pedagógicas. Vila Nova de Gaia: Fundação Manuel Leão. Cosme, Ariana e Trindade, Rui (2013). Organização e gestão do trabalho pedagógico: perspectivas, questões, desafios e respostas. Porto: Mais Educação. Delors, Jacques (1999). Educação: um tesouro a descobrir. São Paulo: Cortez Editora. Freire, Paulo (2009). A Importância do ato de ler. São Paulo: Autores Associados: Cortez. Freire, Paulo (1967). Educação como prática da liberdade. São Paulo: Paz e Terra. Freire, Paulo (2009). Pedagogia da Autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra. Freire, Paulo (1997). Pedagogia da Esperança: um reencontro com a pedagogia do oprimido. São Paulo: Paz e Terra. Freire, Paulo (1987). Pedagogia do Oprimido. São Paulo: Paz e Terra. Freire, Paulo (1993). Política e educação. São Paulo: Cortez Editora. Guimarães, Vilma (2014). Avaliação Externa de Professores Egressos e Ativos no Telecurso: 2013/2014. Rio de Janeiro: Fundação Roberto Marinho. Guimarães, Vilma (2013). Incluir para transformar: metodologia Telessala em cinco movimentos. Rio de Janeiro: Fundação Roberto Marinho. Meirieu, Philippe (2005). O cotidiano da escola e da sala de aula: O fazer e o compreender. Porto Alegre: Atmed. Meirieu, Philippe (2006). Carta a um jovem professor. Porto Alegre: Artmed. Morgado, José Carlos (2012). O estudo de caso na investigação em educação. Santo Tirso: De Facto Editores. Morin, Edgar (2000). Os sete saberes necessários a educação do futuro. 2. Ed. São Paulo: Cortez; Brasília/DF: Unesco. Morin, Edgar (2002). Educação e complexidade: os sete saberes e outros ensaios. São Paulo: Cortez. Perrenoud, Philippe (2000). Dez novas competências para ensinar. Porto Alegre: Artmed. Perrenoud, Philippe (2005). O papel da escola na fundação da democracia. Porto Alegre/RS: Artmed. Stake, Robert E (2012). A arte da investigação com estudos de caso. Lisboa: Fundação Calouste Gulbenkian. Vygotsky, Lev Semenovich (1991). A formação social da mente. São Paulo: Martins Fontes. Vygotsky, Lev Semenovich (1987). Pensamento e linguagem. São Paulo: Martins Fontes. . . .

Author Information

Ana Teresa Pollo Mendonça (presenting / submitting)

Porto University

Faculty of Psicology and Science of Education

Rio de Janeiro

Ariana Cosme

Porto University, Portugal

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