Desenvolvimento profissional de professores e professoras que ensinam História no Ensino Fundamental (Anos Iniciais): o uso do diário de bordo e reflexividade na prática docente.

Abstract

This research focuses on the relationship between teachers' professional development and teacher reflexivity in elementary education – early years. It examines logbooks as perceptions directed towards teacher professional development that mediate reflective practices within the context of teaching practice. Based on this discussion, we proposed, as a pedagogical product, a Logbook Guide to assist teachers in constructing their logbooks, supporting their History classes with a theoretical and practical framework. To this end, we used the methodology of writing logbooks, based primarily on the theoretical framework of the reflective teacher. The diaries were developed by seven teachers during two semesters of the 2025 school year, with subsequent reflection on the reports by the researchers. The data, analyzed using the Content Analysis technique, according to Bardin (2011), revealed two categories that explained: History teaching in the early years and the use of the didactic tool "Logbook" and Teacher Reflexivity and Teacher Professional Development. The results obtained allow us to affirm that logbooks can and should be used as a tool for analyzing the thinking and actions of teachers in professional development, whose nature expresses substantiated evidence of practices, projective professional mirroring, and articulation of differentiated experiences.