Formação de professores “corajosa” para a cidadania global
DOI:
https://doi.org/10.24840/esc.vi67.742Palavras-chave:
educação para a cidadania global, professores em formação inicial, formadores de professores, representações, identidade profissionalResumo
A educação para a cidadania global tornou-se uma das prioridades educativas do século XXI. Porém, a investigação sugere que os professores ainda não a integram nas suas práticas de forma sistemática. Este artigo relata um estudo qualitativo de casos múltiplos desenvolvido com sete formadores de professores e quatro professores em formação numa universidade portuguesa. O estudo visa analisar e comparar o impacto de dois programas de formação nas conceptualizações dos professores sobre cidadania global e na sua identidade profissional. Os dados foram recolhidos através de gravações áudio e reflexões individuais, submetidas a análise de conteúdo. Os resultados mostram que ambos os grupos de professores desenvolveram conceptualizações mais claras sobre educação para a cidadania global alinhadas com uma orientação liberal, e (re)construíram a sua identidade profissional para (re)considerarem as exigências da profissão docente num mundo globalizado. Contudo, os professores destacaram a complexidade desta perspetiva, afirmando que precisam de mais tempo e apoio para a incorporar nas suas práticas e mentalidade. Estas conclusões sugerem a necessidade de lutar por uma formação de professores “corajosa” para a cidadania global, cujos princípios se apresentam neste artigo.
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