estimulando o professor-agente: resistindo à cultura neoliberal na educação inicial de professores
DOI:
https://doi.org/10.12957/childphilo.2019.42658Palavras-chave:
performatividade, identidade do professor, filosofia para crianças, professores estudantes, educação inicial de professoresResumo
Influenciado pelo conceito de ‘identidade ativista’ (Sachs, 2001), proponho que a educação de formação de professores ou educação inicial de professores, como vou me referir a ela, possa – e na verdade deva – encorajar um novo tipo de professor: o ‘professor-agente’. Este professor-agente estaria atento às pressões e ditames da cultura educacional neoliberal e seu consequente discurso performativo, e escolheria resistir a tais forças, a favor de uma visão mais holística de educação. Esta visão encoraja formas de educação inclusivas, criativas e democráticas, preocupadas em estimular uma consciência social em crianças e jovens, além de se preocupar com a criança como um todo. Essas abordagens educacionais mais holísticas podem incluir metodologias como a Filosofia para Crianças (P4C), Educação em Respeito aos Direitos e a Pedagogia Lenta, que podem não somente promover uma compreensão balanceada e uma experiência mais profunda de educação para professorxs e alunxs, mas também ajudar xs professorxs a resistir ao impacto debilitante do discurso performativo neoliberal, e potencialmente também, portanto, impactar em seu bem-estar e capacidade de manter sua integridade enquanto profissionais. Isto pode também ter o potencial de refrear o intenso êxodo profissional dos novos professores. Minha afirmação é de que, nos engajando com pedagogias como a P4C nesta nova reformulação da educação inicial de professores, poderíamos lograr não somente o estímulo ao Estudante Professor-Agente, mas também, como consequência, desenvolver o Cidadão-Agente nas crianças às quais eles ensinam. Neste artigo, considero quatro áreas essenciais em que proponho que a P4C pode desempenhar um papel neste modelo alternativo de Educação Inicial de Professores: democracia em ação; o professor como professor-facilitador; um espaço de co-construção do conhecimento; e o estímulo da Justiça Social.
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