Abstract:

The purpose of this summary is to present in ICERI 2015 the research developed in the Doctoral Program in Science of Education at Porto University, which aims to understand and analyze the changes in pedagogical practices of teachers who worked on the Autonomy Program in the state of Rio de Janeiro, between 2009 and 2014, from the use of TelessalaTM Methodology, a present learning proposal, mediated by a teacher who uses the books and Teleaulas for Basic and Secondary Education from TELECURSOR.

The importance of writing on this subject came up during the last six years I worked as an educational consultant for the Roberto Marinho Foundation in projects and public policies of studies acceleration and discrepancy between age and grade correction for youth and adults of brazilian public schools in partnership with cities and states governments, including the Autonomy Programme, in partnership with the Education Department of Rio de Janeiro State, where I prepared professional training guidelines, realized teachers continuing education, visited school classes, interviewed school principals, register testimonials from students, registered field reports and consolidated synthesis of this visits.

In general, the TelessalaTM methodology has as theoretical assumptions a conception of education as a practice of freedom/autonomy/citizenship, from Paulo Freire's ideas (1967, 1987, 1993, 1997, 2009, 2009); a theory of learning and knowledge, based on the concepts of complexity of Edgar Morin (2002), competence of Philippe Perrenoud (2000), the proximal development zone of Lev Vygotsky (1991) and the theory of multiple intelligences of Howard Gardner (1994 ); a concept of transforming evaluation, according Thereza Penna Firme (1980, 2004); and a conception of teaching and learning where the teacher is formed to assume the role of learning facilitator.

The methodological approach being the qualitative because it is a work that seeks to understand a complex reality, the choice of case study method appears to me clearly because it is deepening a specific subject matter, the Autonomy Programme and the Methodology TelessalaTM, and I need to describe it in detail, contextualizes it, conceptualize it, and theorize it to interpret it in depth, in order to renew existing perspectives and discover new problems of education.

The main data collection instrument is the Memorials of teachers and their records will be crossed with contemporary accounts, obtained through semi-structured interviews and focused group discussions. As an analytical procedure has been used the content analysis technique, which aims to answer the initial question: assuming that the TelessalaTM Methodology transformed the pedagogical practices of teachers who worked in the Autonomy Programm in the state of Rio de Janeiro, between the years 2009 and 2014, which contributions that this change can offer to improve teaching practices inside or outside the classroom, in regular schools or other educational settings and thus to the quantitative improvement (reduction of failure and evasion) and qualitative (teaching and learning) of basic education.

Keywords:

Telessala Metodology, Autonomy Programme, professional transformation, teacher identity, pedagogical practices.