A formação de professores e o seu impacto para uma transformação da escola
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Data
2020-12-08
Título da Revista
ISSN da Revista
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Editor
Universidade Federal de Goiás
Resumo
Teacher training is a relevant topic given the opportunity for teachers to develop and assume a
role of social transformation due to the potential to offer students, on the one hand, subsidies
for living in society and, on the other, enabling culturally significant learning, from the
perspective of knowledge necessary for its future. Under this perspective is the challenge of
transforming training, based on the theory and practice dyad, in order to deepen the
possibilities by which knowledge can be built - in the logic of an innovative pedagogical practice
- and how teachers can contribute with their performance. teacher in the production of
knowledge. The research design is based on an exploratory study, from the perspective of the
phenomenological-interpretative paradigm, whose data collected were based on the realization
of interviews with two trainers from Portugal and two trainers from Curitiba, which
corroborate the questions regarding the training of future teachers. It is important to note that
the problem presented concerns the configuration of training, with the intention of relating
the conceptions of initial training with reflection on practical action and that as a whole
contribute to the training of teachers. The analysis of the responses of the interviewees, supports
the view that initial training is healthy for future teachers to see themselves as social
transformers.
Descrição
Palavras-chave
Educação, Formação de professores, Teoria e prática, Papel social, Transformação social, Education, Teacher training, Theory and practice, Social role, Social transformation
Citação
OLIVEIRA, Fabiane Lopes de; LIMA, Louise; FERREIRA, Daniela; COSME, Ariana. A formação de professores e o seu impacto para uma transformação da escola. Polyphonía, Goiânia, v. 31, n. 1, p. 225-244, jan./jun. 2020. Disponível em: https://www.revistas.ufg.br/sv/article/view/66940.