A construção da autonomia docente nas escolas da rede municipal de educação de Maceió – uma análise das escolas auto-formadoras

Abstract

The research aims to analyze a proposal for teacher education unprecedented in municipal schools in Maceió offered to teachers in the current historical moment seeking particularly to observe how their participation in the process of self-education occurs within schools in which they operate, problematizing their autonomy. To this purpose, we had the prospect of the project as its object of study "Schools Self-formation," developed by the Municipal Department of Education of Maceió - SEMED. The participants of our research were the teachers of the Early Childhood Education and early years of elementary school, members of the proposal. We conducted a case study and, to do so, we discussed the political and educational reforms in Brazil from the transformations in the Classical Liberalism to Neoliberalism, basing then the incidence of discourses on autonomy in the social function of teaching. We concluded by focusing the power relations in which the teachers are part of, showing the paradoxical relationship between the action of the teacher as evidence of their professional autonomy and control of the current system.