Prática pedagógica de professores(as) pedagogos(as) no ensino médio: desafios ao processo humanizador

Abstract

This thesis was developed within the Graduate Program in Education (Master’s and Doctorate) in the Research Line “Pedagogical Practice: Articulating Elements” at Universidade Tuiuti do Paraná. Its central theme is the Pedagogical Practice of Pedagogue-Teachers. The object of study was the dialogical pedagogical practice, which is understood as being capable of fostering the humanization process within schools. The research subjects were pedagogue-teachers working in public high schools in municipalities under the jurisdiction of the Regional Education Center of Ponta Grossa, Paraná. The research problem was formulated as follows: taking as a reference the recent reforms in public educational policies for high school education (Novo Ensino Médio - NEM), and based on the theoretical framework of pedagogical practice (SOUZA, 2016) and dialogicity (FREIRE, 1967, 2021a, 2021b, 2021c), the study sought to answer: What changes are generated by the dialogical pedagogical practices of pedagogue-teachers in regular public high schools linked to the Regional Education Center of Ponta Grossa (NREPGO) in the state school system of Paraná? The general objective was to understand the changes in and resulting from the dialogical pedagogical practices of pedagogue-teachers in public high schools within the NREPGO. The specific objectives were: to get to know the pedagogue-teacher and the context of the schools studied; to identify changes generated by the dialogical pedagogical practices of pedagogue-teachers in regular public high schools connected to the NREPGO in the state education network of Paraná; and to analyze aspects considered challenging in the dialogical pedagogical practice of pedagogue-teachers in light of current public education policies for regular high school in the schools surveyed. The initial thesis proposed was that the dialogical pedagogical practice of pedagogue-teachers promotes changes that enhance the humanization process of adolescents and young people in high school. The study adopted a qualitative methodological approach, using documents, observations, and semi-structured interviews as sources of data. The documents included national and state-level normative educational policies—such as laws, resolutions, and deliberations—as well as school documents like the schools’ political-pedagogical projects and the researcher-teacher’s field notes. The research is organized into three sections, seeking to deepen the concepts of pedagogical and dialogical practice and to analyze public educational policies for high school, which, combined with empirical data, provided the framework necessary to answer the guiding question. Regarding the general objective, the analysis results indicated that dialogue serves as the mediating element through which partnerships can be established with other public institutions, mainly municipal ones, which contribute to making the humanization process effective in high school. As for the research problem, the study highlights that dialogical pedagogical practice has the potential to strengthen the humanization process in schools, especially when meaningful connections are established with students through consciousness-raising. Regarding the thesis, the research identified that current educational policies for the NEM have rigidified school routines, hindering the implementation of this pedagogical approach, even when pedagogue-teachers adopt a more critical and reflective stance. The investigation revealed a contradictory dynamic: for dialogical pedagogical practice to be consolidated as a process of humanization, an educational model that values the professional role and advocates for better working conditions is needed—an ongoing struggle for the teaching profession. Such practice must be grounded in professional autonomy within an adequate educational structure and cannot be detached from public educational policies.