Formação de professores e perspectivas da formação pedagógica.

Abstract

The Teacher Training, although it is a recurrent theme both in academic and professional context, does not have any definitions that may be considered consensual in Education. Thus, the present research aims at highlighting and discussing the constitution of the Teacher Training in the undergraduate programs at Universidade Federal de Pelotas (UFPel). Through literature review, it is considered that the Teacher Training is based on the knowledge of Pedagogy and Didactics, the first characterized as a field of knowledge that copes with the analysis of education and, the second, the study which covers the teaching and learning processes. The teacher training would be also made by the articulation between Pedagogical and Didactic knowledge and Specific Disciplinary area. The data collection process has analyzed the Pedagogical Projects (PPs), in four undergraduate programs at UFPel: Biological Science, Mathematics, Pedagogy and Theatre. There were also semi-structured interviews with eight teachers, two of each program. As for the analysis, it approached the Textual Analysis Discourse. The survey results, from the analysis of the PPs, show that there is a fragmentation between the knowledge considered disciplinary and teaching, as if they were independent from each other. When it comes to the concepts of Teacher Training, emerged from the speeches of the interviewed teachers, there is the existence of some conception related to the Educational Process of Human Formation, given the fact that the Teacher Training includes a set of instructions in which the subject is in the learning process, and the other one that emphasizes mostly the Methodological Dimension, where the Teacher Training function is to promote the transposition of the specific knowledge of the disciplinary area for teaching. As for the perceptions and proposals of teachers, regarding a possible link between Pedagogical Teaching Knowledge and Specific Disciplinary area, it is emphasized that it appears to be directly related to the training received in the origin areas of those teachers. In addition, according to them, this connection might be effective from the change in the curricular structure of the university programs, in the attitude of the teacher trainers, and the construction of a negotiated structure among the areas of knowledge. For some teachers, however, this connection between knowledge is intrinsic to the educational processes, presenting itself as a fundamental dimension in Teacher Training.