The reflexive attitude in the teaching formation process: the initial and constant formation policies. / A prática reflexiva na formação docente: implicações na formação inicial e continuada.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This current research, developed at the Teaching, Society and Culture Laboratory (LESC) and inserted into the universitys researchs line, graduation and formation of teachers, brings a critical study about the teachers formation, starting from the wide dissemination and appropriation of the teachers concepts and the reflexive attitude. It also talks about being a teacher in a group of constant formation at primary schools, trying to understand the role of this constant formation, what the teachers learn day-byday during the teaching formation process and the importance of the university in this formation process. Its an experiment which opted for the reconstitution of the stories about the teaching formation, through the writing of memorials, revealing that, throughout the exercise of their profession, the teachers have been behaving influenced by the affection-work atmosphere in a single scenery but at the same time it is marked by the feminine behaviour and ruled by the social, legal and regimental relations. This analysis allowed us to understand that the changes of the teachers attitudes will only be accomplished when the teachers extend and get conscious about their own actions, involved in a complex political, social and cultural mechanism which, direct or indirectly, can interfere on their professional life. It also showed us that the initial and constant formation policies hide its real interests because they dont reveal that, what is really important, is the adequacy of the social institutions to the features of the making-money process which disrespect its real characters and historical contexts.

ASSUNTO(S)

reflexive attitude realidade educacional prática reflexiva teaching formation educacao formação docente educational reality

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