DEMOCRACIA E EMANCIPAÇÃO NA FORMAÇÃO DE PROFESSORES: UMA ANÁLISE DE CONTEÚDO SOMATIVA DA ATRIBUIÇÃO DEMOCRÁTICA DE FORMADORES DE PROFESSORES EXPRESSA EM POLÍTICAS PARA FORMAÇÃO DE PROFESSORES NA SUÉCIA E NA IRLANDA DE 2000 A 2010
DOI:
https://doi.org/10.26694/les.v0i41.8748Palavras-chave:
formação de professores, democracia, emancipação, quadro teórico, política pública, análise de conteúdoResumo
Questões ligadas a como democracia e emancipação fazem parte da educação de professores ainda são pouco estudadas e há uma escassez de estudos transnacionais examinando o problema. Neste estudo, partimos de várias estruturas teóricas que se posicionam discursivamente em relação a democracia e emancipação na formação de professores e no que estamos chamando da atribuição democrática de professores. A estrutura nos permitiu identificar palavras-chaves que utilizamos para uma análise de conteúdo limitado de documentos de política pública em dois países europeus, a Suécia e a República da Irlanda, em dois períodos diferentes: 2000-2002 e 2010-2012. Nossas descobertas indicam que, apesar de diferenças culturais e contextuais significativas entre os dois sistemas educacionais, palavras-chaves ligadas a democracia e emancipação diminuíram de forma significativa em documentação de políticas públicas em ambos os países nesses períodos. Isso leva à nossa hipótese de que uma mudança de paradigma ocorreu no posicionamento discursivo da atribuição democrática de formadores de professores. As descobertas sugerem a necessidade de uma análise de discurso mais profunda dos quatro documentos como a próxima fase no projeto de pesquisa. As descobertas, apesar de iniciais, têm implicações muito além dos dois estados em questões contemporâneas da formação de professores e da sociedade que exigem ação e consciência coletiva.
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