Formação docente e racionalidade instrumental: reflexões sobre a psicologia a partir do depoimento de professores / Teacher education and instrumental rationality: reflections about the psychology from the statement of teachers

AUTOR(ES)

Aline Frollini Lunardelli Lara

DATA DE PUBLICAÇÃO

2006

RESUMO

The theme teacher education has been the focus of uncounted researches and essays published in the areas of Education and Psychology. From the various elements that compose the education of the educator, one is related to the obligatoriness of the subject Psychology of Education in the curriculum of the mastership courses, graduation or Pedagogy. Generally, the studies about the theme talk about the structure of the curriculum and the new teaching strategies of this science. However, the comprehension about the way the psychology is configured in teacher education, based on the educator reflection, has not been constituted as a research line yet. In this context, this study had as primary aim, investigate how the Psychology is present in the teachers’ education and pedagogical work, based on their own analysis. It seek, specifically, understand the teacher’s appropriation and the evaluation of what was taught to them about Psychology during their education, and their expectancies in relation to this knowledge. For this, seven teachers from a municipal public school of elementary and adult and youth education in the city of São Paulo were interviewed. The data collection was developed in three phases: an initial non-recorded talk, a recorded semi-structured interview about the teacher’s professional biography, and recorded discussion of the interviewed statement. The reading of the interviews led to the constitution of four categories of analysis: 1. The relation between the deponent and the Psychology; 2. How it is presented in his/her education; 3. The actual reality of the public school; and 4. The relation between theory and practical. The last one became the pivot of discussion about the teacher education in Psychology, once it goes through all the other categories. It was verified that the teachers learnt a kind of Psychology that justify the expectancy of individualized teaching, having as basis the dual relation between teacher-student, and that, in the teacher education, it is configured as a technical-practical instrument of pedagogical efficiency. The theory, in this meaning, is understood as instrumental reason, pragmatic and utilitarian. The reflections of this study indicate the necessity of discussing the construction of another space to the Psychology in the teacher education that disrupt with the technicist model primarily.

ASSUNTO(S)

relation between theory and practice psicologia psychology formação de professores teacher education relação teoria-prática

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