Conhecimentos e experiências docentes construídos na formação inicial: o que revelam os registros reflexivos de estagiárias dos anos iniciais?

Abstract

Taking into account that the Initial training received by training teachers is a fundamental part of their professional development, after all this is when knowledge and experiences of the teaching profession are constructed, attention to and research on this training moment are indispensable. This research aims to analyze reflective reports of training teachers of the Pedagogy Course, describing the knowledge and experiences built on teaching in the early years. This is a qualitative research, which was developed through the interpretative analysis of the data. Four reflective reports of training teachers from the early years were analyzed. Through reading and interpretation of the reflective reports, the following themes were listed for discussion: 1) School organization and operation; 2) Organization of pedagogical work: planning; 3) “Human, all too human the pedagogue”; 4) The other in the pedagogical relationship. From these themes were created subthemes that promoted the possibility of thinking and problematizing the original themes in a deeper and critical way. Aiming at a deeper and more critical reflection about this scenario, subthemes emerged from these main themes. The research discusses matters related to teaching as shown in the reflective reports, such as situations when there is doubt, uncertainty, fears, affection, carelessness, flaws, mediocrity, divisions and resistence. In paralel, it discusses training teachers’ development of strategies and know-how in what concerns the teaching act, a moment full of contradictions and tensions. It has been identified that the reflective reports allowed understanding about the type of knowledge and experiences built about teaching during the initial training. The reflections indicate varied teacher’s knowledge, showing the importance of comprehending pedagogy and teaching as theory-practice as a means through which knowledge can be build and reinterpreted by training teachers.