A queixa escolar na concepção de professores da cidade de Patos de Minas/MG: subsídios para a formação docente

Abstract

We aim to understand, through this work, how teachers of Elementary School I (initial years), from the municipal and state network of the city of Patos de Minas/MG, working in the classroom, perceive the school complaint present in their daily lives. The theme of the school complaint starts from the understanding that the pedagogical, technological, political and sociocultural changes that constantly occur in the current globalized and technological society, directly influence the school context, because they require a reorganization and a constant updating of all the agents involved with education, being teachers, students, responsible, management team, community and other professionals. The initial and continuous training of teachers must be rethought, because with the arrival of new knowledge and new proposals, which modify the conception about teaching and learning and about pedagogical practices, new demands also arise in the teaching-learning process. Although learning is a multifaceted process and the responsibility of all – State, family, student, school institution and community -, school complaints, that is, the different difficulties in the process of schooling and teaching are perceived, historically and persistently, as the sole responsibility mainly of students, and later of their families or their teachers. Thus, this research was guided by the theoretical perspective of Cultural Historical Psychology and is justified by the fact that the school complaint arises and remains in the school space, and, therefore, it will not be understood if the investigative look is directed only to the student, since it is the result of a relationship between the different actors involved in this context. The methodology for conducting the research was the qualitative approach, from the study of theoretical references and the realization of data collection. A semi-structured interview was conducted with 5 teachers and the analysis of the interviews allowed us to verify that the educators understand, mostly, the school complaint as a consequence of a family breakdown and an absence of the family in the participation and monitoring of the school life of the children. We highlight that the student was also pointed out as the one who has learning and behavioral difficulties, being commonly referred to health services. However, the school scenario after the COVID-19 pandemic and macro-social factors, such as teaching working conditions, have also been described as intervening in the school complaint. We observed a subtle advance in the way teachers understand school dilemmas, since they also presented a look directed to the political, curricular, social and economic variables that permeate the institutional daily life. On the other hand, the discourse of the interviewees demonstrates that the school complaint is still justified, to a large extent, by exclusively innate or environmentalist theories, which makes it difficult to overcome school failure as a socio-historical phenomenon. We highlight the need for the school complaint to be addressed in teacher education, because we understand that the formative path must meet the needs and difficulties experienced by teachers in their daily lives, which is in constant transformation.