Auto(trans)formação com professoras e (re)organização curricular: desdobramentos e desafios da pedagogia da educação popular na escola pública ; Self(trans)formation with teachers and curricular (re)organization: popular education pedagogy developments and challenges at public schools

This thesis is part of the Formation Research Line, Knowledge and Professional Development of the Graduate Program in Education at the Federal University of Santa Maria / RS. The investigation proposed to study and understand the curricular (re)organizations throughout the proposal construction of a public school that approaches the popular education pedagogy, making the Dialogic Circles Investigative-self(trans)formative as a procedural construction for the self(trans)formation with teachers and strengthening the popular education possibilities in public schools. During writing, it was necessary to understand the self(trans)formation processes with teachers and the curricular (re)organizations of a public school basic education, which proposes to work with the popular education pedagogy. To carry out the research, the permanent formation concepts (FREIRE, 2011a), teacher formation (IMBERNÓN, 2010, 2011) were intertwined, together with permanent self(trans)formation (HENZ, 2014; 2015). The work brings the contributions of Freire's popular education pedagogy (2014; 2013; 2011); the curriculum conception presented in the text is based on Sacristán (2013), Silva (2014), Arroyo (2013) and Moreira e Silva (1995). The methodological approach chosen was the qualitative one, based on Ghedin & Franco (2011); André (2001); Duarte (2002); Michel (2009), based on the Dialogic Circles Investigative-self(trans)formation (HENZ, 2014), (FREITAS, 2015), (HENZ; FREITAS, 2015) (HENZ; TONIOLO, 2015 and 2017) that privilege spaces for dialogue in teachers’ self (trans)formation. The methodology is characterized by formation research (JOSSO, 2004, 2010) with case study traces of (YIN, 2005), as it privileges a specific context and seeks to investigate particularities intensively. The research carried out ten Dialogic Circles Investigative-self(trans)formation with the educators collective from the State School of Basic Education in Barra Funda (RS), in order to study the possibilities and challenges of curricular (re)organization ...