Ciclo de aprendizagem na perspectiva do ciclo de formação humana: uma proposta de formação continuada para professores dos anos iniciais do ensino fundamental

Abstract

This intervention research, developed within the scope of the Professional Master's Degree in Education at the Federal University of Bahia (UFBA), presents the results of an investigation carried out at Escola Municipal São Francisco de Assis, which is part of the Municipal Education Network of Salvador (RMES). The objective of the study was to understand the contrasts between teachers’ conceptions and pedagogical practices and the curriculum proposal organized by learning cycles, seeking strategies to align pedagogical actions with curricular guidelines and the specificities of the school context. The research traces the historical trajectory of the learning cycles, from the Langevin-Wallon Plan (1947) to its implementation in the RMES, analyzing its developments over the past decade. Among the main challenges identified are the tensions between continuous progression, automatic promotion, and the urgent need for a situated, critical, and emancipatory teacher education. Conversation Circles (Rodas de Conversa) were adopted as both investigative and formative methodology, enabling collective reflection on teaching practices, the students’ lived realities, and the social role of the school. The research was guided by the perspective of the human formation cycle, which is aligned with the principles of learning cycles by advocating for inclusive, holistic education that recognizes and respects diverse learning rhythms. The findings point to the urgency of rethinking curriculum, teacher education, and school organization based on listening, collaboration, and valuing the educational trajectories of all subjects involved. Grounded in the theoretical contributions of authors such as Arroyo (1999, 2007), Candau (2011), Freitas (2003), Gomes (2007), Mainardes (2007, 2009), Sá (2021, 2022), Warschauer (2017, 2004), and Biesta (2013), this research reaffirms that the construction of contextualized and dialogical pedagogical practices is essential for promoting a democratic and humanizing education.