A formação de professores e o seu impacto para uma transformação da escola

Abstract

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.