Reverberações Da Atual Formação De Professores Na Prática Docente

Concebendo a importância das formacoes de professores para a construcao e reconstrucao de praticas e condutas docentes, o artigo objetiva investigar as reverberacoes dessa formacao na pratica de ensino de educadores que trabalham em uma escola publica de Fortaleza, Brasil. Sao ressaltados, dentro desse proposito, os impactos na construcao da subjetividade e identidade docente e na saude mental desses profissionais. Para isso, foi realizada uma pesquisa empirica que contou com a observacao do contexto escolar e de ensino, um questionario aplicado aos professores e devolutiva realizada com a direcao da escola. Participaram da pesquisa, vinte e seis professores, alem do nucleo gestor, composto por tres profissionais. Os resultados indicam, paradoxalmente, de um lado, a satisfacao dos professores com a sua pratica e com a escola, e, de outro, indices preocupantes de mal-estar docente e sofrimento psiquico. A relacao com os alunos e evidenciada como um elemento que mais produz estresse nos profissionais participantes da pesquisa. Essas problematicas estao intimamente relacionadas com a configuracao da formacao de professores, a qual nao tem prezado por trabalhar a subjetividade e identidade docente, nao tem corroborado com a constituicao de praticas criticas, que levem em consideracao a heterogeneidade existente na sala de aula, alem de colaborarem com a producao de um perfil profissional alienado. Esses fatores corroboram, entao, para a instauracao do mal-estar docente. Palavras-chave : Formacao de professores. Praticas docentes. Subjetividade docente. Mal-estar docente. Reverberations of such training in the practice of teaching educators Abstract Conceiving the importance of teacher training for the construction and reconstruction of practices and behaviors of teachers, the article investigates the reverberations of such training in the practice of teaching educators working in a public school in Fortaleza, Brazil. Are highlighted, in this regard, the impact on the construction of subjectivity and teacher identity and mental health of these professionals. Therefore, an empirical research was made, which included the observation of the environment of the school and teaching, was conducted a questionnaire administered to teachers and feedback session held with the school board. Twenty-six teachers participated of the search, beyond the core manager, consisting of three professionals. The results indicate, paradoxically, on the one hand, the satisfaction of teachers with their practice and the school, and on the other, worrying levels of teaching and psychological suffering malaise. The relationship with students is evidenced as an element that produces more stress in the research participants professionals. These issues are closely related to the configuration of teacher education, which is not dear to work subjectivity and teacher identity, has not corroborated the formation of critical practices that take into account the heterogeneity in the classroom, and collaborate with the production of an alienated professional profile. These factors confirm, then, for the establishment of teacher malaise. The research was funded by the National Council for Scientific and Technological Development (CNPq). Keywords: Teacher training. Teaching practices. Teacher subjectivity. Teacher malaise.