Conexão Mundo: a internacionalização da formação docente e seu impacto na inovação da práxis pedagógica

Abstract

This study investigates the relationship between teacher education and educational internationalization, focusing on the impact of the Conexão Mundo Project, which fosters the immersion of teachers and students from the state education system of Paraíba in international formative experiences. The objective is to analyze how these experiences influence teaching praxis, encouraging innovative and interdisciplinary pedagogical practices. The theoretical framework is based on Freire (1996), who emphasizes the need for critical and reflective practices; Silva, Almeida, and Gatti (2016), who discuss continuous professional development and teacher collaboration; and Bourdieu (1972, 2018), who addresses intercultural competencies and habitus. Action research was adopted as the central approach, incorporating questionnaires, interviews, and document analysis based on Bardin’s (2016) content analysis methodology. The Conexões Educacionais podcast is integrated into the methodological framework, aligning with the objectives of innovation and the dissemination of formative practices. The investigation is guided by three hypotheses: (1) international formative experiences significantly impact teaching praxis, particularly in methodological aspects; (2) these impacts foster self assessment and professional engagement, driving the pursuit of continuous improvement; and (3) the podcast serves as a valuable tool for disseminating innovative practices and promoting critical reflection among educators. The findings indicate that international immersion contributes to the development of intercultural and methodological competencies, fostering more collaborative and student-centered pedagogical practices. Additionally, teachers report greater engagement in continuous professional development and knowledge exchange with peers. Furthermore, Conexões Educacionais emerges as a practical and effective solution for teacher education, enhancing cultural capital and promoting a collaborative learning culture. Ultimately, the study concludes that internationalization is a key driver of pedagogical innovation. However, to ensure lasting impact, it requires support from public policies and an educational system that values teachers as agents of change