Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Barros, Kelly Cristina da Silva
 |
| Orientador(a): |
Feldmann, Marina Graziela
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24188
|
Resumo: |
The research Initial Formation of Elementary School Teacher based on the Theory and Practice relationship is an investigation carried out with students of a Pedagogy course at a college in São José dos Campos. These students participated in a project during the training course. We investigate how this project can contribute to the formation of the basic education teacher I, in order to establish a relationship between theory and practice. The study was carried out from the assumptions of the qualitative dimension, involving document analysis and data analysis of questions presented in specific groups. In the focus of this work, theoretical subsidies were sought from the authors who address the themes: Teacher Education in Contemporary: Feldmann (2009, 2018), Nóvoa (1996) and Noffs and Rodrigues (2016); Teacher Education: Marcelo García (1999) and Nóvoa (1995); Teaching Profession: Gimeno Sacristán (2017); Relationship between theory and practice: Tardif (2002); Projects: Bacich and Moran (2018) and Lück (2013), as well as Guidelines and Legislation for the teacher training course. It is concluded that it is necessary to create spaces on the teacher's practical thinking, knowledge-in-action, know-how and reflection in action. What can be observed is training bodies, sometimes with rigid and outdated conceptions that do not aim at learning the teacher's profession, in a way that allows him to investigate and experience, in practice, his role as a teacher. It is necessary to envision teacher training as a component of change, which requires efforts from those involved in the process, seeking transformation of professionals and the context so that they give new meaning to teacher training practices |
