A mimese da formação continuada e a prática educativa intercultural de professores do Ensino Médio do Colégio Estadual Militarizado Irmã Maria Teresa Parodi Cem III em Boa Vista-RR

Abstract

This research aims to understand how teachers' formative and performative processes impact the development of an intercultural educational practice that recognizes, values, and integrates cultural diversity into the teaching experiences of high school teachers at Colégio Estadual Militarizado Irmã Maria Teresa Parodi (CEM III), in Boa Vista, Rio Grande do Norte. The study begins with the understanding that teacher training is intentional and contextualized, permeated by unique experiences, knowledge acquired through daily life, and values intertwined with pedagogical practices. This qualitative research is based on an (auto)biographical approach as a methodology for investigating and reflecting on teaching careers, using the Mimesis of continuing education (Gabriel, 2008) as its theoretical and methodological foundation. The teachers' autobiographical narratives revealed how their institutional and performative training, developed in daily practice, directly influences the development of intercultural pedagogical practices in a school environment marked by rigid norms and hierarchical discipline, enabling the development of pedagogical alternatives. As analytical support, we use Paul Ricouer's hermeneutic categories: The Triple Mimesis – Mimesis I: Prefiguration; Mimesis II: Configuration; and Mimesis III: Refiguration. The results demonstrate that the Mimesis of continuing education is a powerful device for reinterpreting experience and transforming teaching practices, enabling the emergence of pedagogical actions more sensitive to cultural diversity and the demands of democratic education.