CONTINUING TRAINING AS AN EXPERIENTIAL PROCESS

the transformation of educators in Boa Vista do Tupim/BA

Abstract

The study seeks to understand how the actions engendered in the municipality of Boa Vista do Tupim broke with the perverse cycle of illiteracy and with the neoliberal propositions of teacher training. The field research was carried out in three different paths, using observations, interviews and formative meetings as methodological devices. The data produced in the research were analyzed based on the concept of experience, discussed by Dewey and Larrosa; and the concept of habitus, proposed by Bourdieu and updated by Lahire. From the lessons learned, it is possible to affirm that continuing education, when conceived as an experiential process, significantly enhances the tensions between the instituted and the instituting, causing dislocations in the habitus of each teacher and the context in which it is inserted. Habitus and experience maintain a relationship of interdependence, where the power of the formative process resides, in which the subjects assume the role of experimenters of themselves and collectively transform the ways of being, thinking and acting.