Ações pedagógicas de professoras aposentadas: da prática aos saberes.

Abstract

This study has investigated four retired “primary” teachers who worked between 1940 and 1980. The research interest is to know what teachers from primary school reveal, authors of study books, who have worked from 1940 to 1980 about their own training, their knowledge and pedagogic actions? Centering on the training and knowledge present on the teachers’ practices, supported by a theoretical framework in which the leading names have been Nóvoa (1992), Goodson (1992), Freire (1994), Pimenta (1998), Tardif (2002), Gauthier (1998) and Shulman (1992), the study analyzed the context of continued and initial training of the investigated teachers by presenting a short history of the teachers’ training, specially the creation and characterization of training schools, and the teacher subject that graduates and moves knowledge of diverse nature as he practices his work.,. The work of data collecting consisted of semi structured interview with three teachers, and examining of personal and professional material of the fourth teacher, already deceased, all identified and previous studies. The interviews aimed to recall the teachers’ career since their graduation, professional experiences, relation to students, knowledge gathered. The analysis has allowed us to say that the teachers have dealt with types of knowledge which have been decisive for the development of their practice, made evident by their professional trajectories and history. Therefore, this study has demonstrated in different ways, without specific guidelines, the teachers accomplished to distinguished pedagogic practices that moved non explicit knowledge - “tacit” knowledge – on the creation of teaching methodologies, identified from a thorough analysis of the interviews, and personal material.