Formação de professores, geografia e justiça espacial: o caso da Inglaterra
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Resumo
Além de altos níveis de desgaste entre os professores, a maioria dos países relata algum tipo de crise no recrutamento destes profissionais, materializado pelo fracasso em atingir as metas de recrutamento e elevados índices de demanda por novos professores. Estas questões atingiram um ponto crítico na Inglaterra. O impacto do controverso ITT Market Review e o subsequente processo de acreditação transformou partes do país em “pontos frios” sem providers e a criação de novos “super-providers” nacionais” sem nenhum histórico ou experiência na formação inicial de professores. Geógrafos e educadores em geografia possuem um conjunto único de ferramentas conceituais que podem ajudar a entender e aprofundar este fenômeno. Neste artigo, argumento que entender a formação de professores é uma questão urgente de injustiça espacial (Soja, 2010). As políticas
relacionadas à formação de professores podem exacerbar o recrutamento de professores e apontar questões em áreas que já sofrem com o isolamento educacional (Ovenden-Hope & Passy, 2019). Utilizando a teoria espacial e o exemplo de uma recente iniciativa de política de formação de professores na Inglaterra, delineio como tais políticas podem ter efeitos espaciais específicos; não apenas no locus de formação (estreitamente concebidos em torno de salas de aula e práticas individuais) e na mudança de provisão para os centros urbanos, mas também na centralização de poder e controle. Tais efeitos espaciais podem exacerbar a provisão e retenção de professores em locais com dificuldades de contratação e, sendo assim, têm grande impacto nas comunidades e escolas em áreas já desfavorecidas.
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