The education of teachers: the process of meaning-making in teaching within Historical-Cultural Theory 1

TEACHING PROFESSION AND THE TECHNIFICATION OF EDUCATION: A CONCEPTUAL STUDY ON PROFESSIONAL AUTONOMY

This article aims to analyze the relationship between the pillars of the teaching profession and the process of technification of education, seeking to understand how this context tensions the exercise of teacher professional autonomy. Methodologically, this is a theoretical-conceptual and bibliographic study grounded in the critical analysis of academic literature addressing teaching work, technical-instrumental rationality, and contemporary processes of platformization of education. From an epistemological perspective, the discussion is anchored in critical approaches that conceive teaching as an artisanal, intellectual, ethical, and political practice, built through the articulation of theoretical knowledge and practical experience. The findings indicate that the technification of education, historically linked to technical rationality, has intensified in the contemporary context through the expansion of platformization of education, broadening mechanisms of standardization, monitoring, control, and performance measurement in teaching work. This process tends to fragment pedagogical practice, subordinate teachers' decisions to external prescriptions, and shift teachers from their position as subjects of knowledge to that of executors of predefined procedures, producing forms of technical alienation. It is concluded that the platformization of education does not represent a rupture with technical rationality, but rather its intensification in new forms, weakening practical-reflective thinking, emptying teacher professionalism, and tensioning the identity of teachers as critical intellectuals. In this context, defending professional autonomy becomes a central element of resistance to technification and an essential condition for affirming teaching as an intellectual, authorial, and socially committed profession aligned with democratic educational projects.

RESEARCH PRACTICE IN SCHOOLS: THE STUDY OF THE POLITICAL-PEDAGOGICAL PROJECT AS FORMATIVE MEDIATION

This article analyzes school practices and daily life, referencing the principles of the Political-Pedagogical Project (PPP) of a public school in the city of Vitória da Conquista, Bahia. The described experience integrated theoretical reading, document analysis, interviews with the school community, and the collective sharing of data generated by students from the Geography Teacher Education program at the State University of Southwestern Bahia (UESB). It highlights the investigation of educational practices, the integration of Geography into pedagogical projects, observation of the school environment, and dialogue with the administration, teachers, staff, and students. Geography teacher training requires critical engagement with the school as a social, historical, political, and cultural space, where practices, forms of knowledge, memories, and contradictions are identified. The methodology is qualitative, based on study activities, observation, analysis of the Political-Pedagogical Project (PPP), interviews with Interviews with the school community, and data systematization into a report and potential pedagogical intervention proposals. Investigating the PPP and educational practices broadened the student teachers' understanding of school organization, the role of Geography in pedagogical projects, and principles such as equality, quality, freedom, democratic management, and the valuing of the teaching profession, as well as the need to collectively develop contextualized educational actions. The pedagogical practice committed to promoting citizenship, combined with reflection on the school reality, fosters the development of teacher-researchers capable of understanding the school beyond its normative dimension.

ORGANIZAÇÃO COLETIVA

The context as a learning tool from a decolonial perspective

Introduction: The incorporation of indigenous knowledge into the educational environment can contribute positively to the construction of links in the school-community relationship and cultural identity, especially in those rural areas where this type of knowledge continues to be fostered through orality and the daily exercise of its practices. Objective: To analyze the way in which indigenous and community knowledge is proposed, expressed, and integrated within the educational practices of the Germán Busch I Educational Unit, in Santa Cruz de la Sierra, Bolivia. Method: Qualitative study, descriptive-interpretive, using a case study design. 85 educational actors were part of the activity, including students (48), teachers (18), family representatives (10), bearers of knowledge (5) and authorities (4). Semi-structured interviews, focus groups, observation and thematic analysis were carried out. Results: Five main categories were recorded: valuation of local knowledge, contextualized pedagogical strategies, strengthening of identity, school-community relationship, and difficulties in the implementation of indigenous knowledge. Reflection circles, oral stories and the participation of the elderly were especially valued. Conclusions: The revitalization of indigenous knowledge requires sustained community participation and the existence of pedagogical practices that allow the articulation of school knowledge.

CONSTRUCTION OF THE TEACHING PRACTICE OF THE ACCOUNTANT WHO BECAME A TEACHER

Abstract: This study analyzes how analyzed how the teaching practice is constituted in accountants who became teachers at public universities in the state of Rio Grande do Sul, Brazil, in the light of the professional socialization theory. This descriptive field research employs a qualitative approach. It examines 14 interviews with professors who teach career-oriented disciplines in the accounting department using narrative analysis. The findings show that the pedagogical practice of accountants who become teachers emerges when they become aware of the knowledge acquired through their experiences and professional socialization. Reflecting on this knowledge, they employ accurate and planned teaching strategies and evaluation methodologies. Regarding the Theory of Professional Socialization, the results indicate that joining the professional environment facilitates the development of the teaching practice of accountants who become teachers. Additionally, experiences with teaching practices, even after years of teaching experience, provide new insights into their classroom behavior. This study offers considerations for improving teacher training and comprehending the formation of teaching identity.

RESEARCH, ETHNOGRAPHY AND TEACHING PRATICUM: SOME POSSIBILITIES IN THE LANGUAGE TEACHER EDUCATION

This paper is an essay stemming from reflections on the need to enhance the quality of observation in teaching practices, drawing on experiences gained during supervised internships /teaching practicum and the PIBID program through research. The aim is to discuss possibilities for teacher education based on the view of the practicum as a catalyst for reflection on teaching practice—facilitated by ethnographic research within the contexts of PIBID and supervised internships/practicum—as implemented in the Language and Literature program at a state university in southern Bahia. We address concepts related to practicum, research, and ethnography to discuss their potential and analyze their contributions to teacher education. By viewing the practicum as a space for research, the relationship between the teacher-in-training, the school, and the individuals within it is redefined, allowing for a deeper understanding of the complexity and essence of the teaching profession. Through the interplay of research and teacher education, teaching practice fosters a critical, investigative, and ethical educational process—one that recognizes the various individuals involved as protagonists in their own learning journeys and acknowledges practicum and PIBID as spaces for knowledge construction, reflection on practice, and the transformation of the relationship between the university and the public-school system.