Formação, saberes e práticas de formadores de professores: um estudo em cursos de Licenciatura em História e Pedagogia

• Ano de defesa: 2009
• Autor(a) principal: Machado, Liliane Campos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Professores de História - Formação; Professores - Formação; Formação de professores; Professores formadores; Saberes e práticas; (Re)configuração curricular; Teaching education; Teachers training; Knowledge and practices; Curriculum configuration; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13618

This is an investigation which has as its object of study the relationship between subject teachers, knowledge and practices in the training of teachers and how these relationships are expressed in the curricula of Bachelor's Degree in History and Education of the State University of Montes Claros - Unimontes, located in the city of Montes Claros MG - Brazil. The main question was: how to give the relationship between subject teachers, knowledge and practice in the training of teachers and how these relations (re) produce certain configurations of curricula for teacher education? The research constitutes a case study that articulates the following instruments: literature, documents, iconography (photographs and maps) questionnaires, oral interviews and thematic, transcribed under the conext. We focused on the qualitative and quantitative approach in historical-cultural perspective. The subjects investigated were former teachers active in the years 2007 to 2009 in these courses. The thesis is organized into four chapters. The first introduces the scenario and the stories of teacher training institutions. The second deals with the research subjects, teachers who are teacher educators. In the third chapter discussing the plurality of approaches, sources and processes of formation of the teacher's knowledge and the professional aspirations of teachers, establishing a dialogue between the literature on the subject applicant in academic debates and narratives of teacher trainers. Finally, the fourth chapter presents an analysis of the relationship between curriculum and teacher training, approaches, settings, and (re) configurations. We reflect on the movement and interfaces between knowledge and practice of teachers and teacher trainers (re) configuration of the curricula of degree, difficulties, opportunities, weaknesses and capabilty. The study showed that the institution of teacher education in the scenario investigated is recent and started in the late 60's, in the context of the military dictatorship, by the private sector. The profile of the teachers of History and Pedagogy is characterized with a group mostly female, white, Catholic. Most have titration only at the Postgraduate Sensu Lato. There was also evidence that teachers are versatile, a variety of different disciplines and sources of knowledge are varied, highlighting the knowledge of professional teaching experience. The interfaces and relationships between the process of training, knowledge, teaching practices and the process of (re) configuration are fragmented curriculum, individualized low participation of collective work in the institutional context. It was found that the trainers have investigated the constitutive features of the professionalism of teacher educators: the attitude of trainers, training of shared culture and certain qualification for the teaching profession.