A formaÃÃo de professores e a construÃÃo dos saberes da docÃncia no curso de Pedagogia da UFPE

AUTOR(ES)

Ãurea Maria Costa Rocha

DATA DE PUBLICAÇÃO

2008

RESUMO

The present research is about the process of construction of teaching knowledge at undergraduate level, based on a new conception of Teaching Practice instituted in the curricular component âPedagogical Research and Practiceâ of the Pedagogy Course of the Universidade Federal de Pernambuco (UFPE). The study involves the following analytical categories: Teacher Education, Teaching Practice and Teaching Knowledge. Teacher Education is here understood as an intentional continuum process, systematical and as criteria of teacher professionalization. Teaching Practice is here viewed as a process of formation, of pedagogical intervention and of knowledge construction. Teaching Knowledge is here understood as a set of knowledge, attitudes and competences necessary to teaching exercise. The analytical categories are based on studies of NÃvoa (1992); Zeichner (1993); Santiago and Batista Neto (2000); SchÃn (2000); Pimenta (1997 and 2002); Tardif (2002) and Freire (1997 and 2000). The study is a qualitative research and the basic procedures used were participant observation and documental analysis that made it possible to comprehend the process of knowledge construction and the reorientation of the partial reform which the Pedagogy Course at the Education Centre underwent from 2000 onwards. Data revealed that teaching knowledge is constructed in the relations established in the academic formation space of Higher Education, in the space of professional exercise of Basic Schooling and the relation between these spaces, as well in varied socio-educational situations of learning. There are proximities and distances between proposals idealized and lived at the UFPE but there is, above all, a desire to aggregate contributions generated in the process of reflection and living of âPedagogical Research and Practiceâ

ASSUNTO(S)

educacao de adultos supervised traineeship teaching practice teacher knowledge prÃtica de ensino estÃgio supervisionado formaÃÃo de professores teacher education saberes docentes

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