A reorganização substancial da consciência como um componente essencial para o desenvolvimento profissional dos professores

Abstract

Teacher education programs tend to focus on techniques; in-service programs often are understood in terms of incremental change to improve on what they are already doing. This notion of professional development is related solely to the acquisition of new knowledge and/or new techniques to continuously improve the teaching practice, instead of a substantial reorganization in conscience. The purpose of this paper is to contribute to theorizing the continued becoming of teachers not only by making a clear distinction between learning and development but also by exhibiting how the two very different processes are interconnected allowing the latter to arise, often unpredictably, from the former. Contradictions play an important role in the changes that occur in teachers’ practices boosting the becoming-aware of teachers with regard to their way of teaching, thus generating transformations in their praxis. It is important to note that the environment is a factor of influence that has an effect side by side with other factors, like the comprehension level, the stage of current development of the individual, and their perception of what happens on the surroundings.