A relação entre os saberes docentes no curso de pedagogia e a prática pedagógica

AUTOR(ES)

Sandra Regina Gardacho Pietrobon

DATA DE PUBLICAÇÃO

2006

RESUMO

The aim of the present paper is to focus the Pedagogy course academics` teaching knowledge and the pedagogical practice, thus analyzing the relation between the formation provided by the Pedagogy course and by the pedagogical practice of the academics that have already been teaching at the fundamental school. This study has a qualitative boarding research, a case of study form. The information was collected by questionnaire, letter and semi-structured interview and the participant observation, having Lüdke &André (1996) as reference authors. The main topic at this paper, is that there is a dialogue between theory and practice, therefore, one vision of formation headed to a technical thinking is not applied, because a reflexive teachers formation is searched. The research material utilized reveals that the academics stick out the probation and research activities importance to their personal and profesional growth. Otherwise, they point out some lacks at the investigated teachers formation course in the theory-practice relation. From an academic`s practice observation is pointed out the traditional practice, than the one learned at the Pedagogy course. For the interviewed fundamental school teachers, together to the teaching knowledge needed, are also included: knowing how to work with the student; knowing the teaching theories; methodologies; changing experiences with co-workers; knowing how to fit the knowledge to the students level; knowing how to work with different kinds of students in the same classroom. The following authors were utilized in the research to analyze and reflection of the studied reality: Tardif (2002); Pimenta (1999); Martins (1989); Brzezinski (1996), Behrens (1996), Mizukami (1986), Garrido (2001), among others.

ASSUNTO(S)

professores - formação educacao educação - estudo e ensino professores universitário prática de ensino formação profissional

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