A produção do conhecimento a respeito da formação inicial de professores: desafios e expectativas

Abstract

This research aims to investigate, understand and problematize teacher training process regarding the challenges faced during their practice. Thereby, articles published over the last ten years in the journals Ciência & Educação (Bauru) and Ensaio Pesquisa em Educação em Ciências were taken as object of study in order to check what has been discussed in relation to this issue. The reflections of this paper are based on official documents such as PCNs (1999), and authors who dialogue within this same perspective, among them we quote: Freitas and Villani (2002), Velloso (2012), Libâneo (2010) among others. In order to understand the object of this research, we use the state of the art as data collection methodology and, for the data analysis, the Discursive Textual Analysis (DTA), proposed by Moraes and Galiazzi (2007). The analyzed articles demonstrate the need to problematize the initial teacher training, since it will dictate the manner teachers will work with their students. Furthermore, it is possible to realize the need to work from a critical reflective practice, since it will lead teachers to reframe their practice through a discourse which is not only based on the syllabus but arises from a reflective process. Therefore, it is noticed the importance of discussing how this aspect of teacher training interferes in professional lives of future teachers, as this is directly linked to the quality of education.