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Abstract(s)
A presente dissertação tem como objetivo compreender, junto aos egressos1 do Curso de Formação de Professores na modalidade Normal, a contribuição do processo de formação para a construção de competências e habilidades fundamentais à boa prática docente, frente aos desafios da sociedade pós-moderna. Utilizamos uma metodologia de natureza qualitativa, com base em entrevistas efetuadas a alunos egressos do Curso de Formação de Professores a nível médio, na modalidade normal, que estivessem, há pelo menos três anos, a trabalhar em turmas de ensino fundamental ou da Educação para Jovens e Adultos do primeiro segmento ou da educação infantil. Desta forma foi possível recolher dados que permitissem uma análise reflexiva sobre a realidade, à luz da teoria apresentada. Atualmente constata-se uma complexidade em torno da formação de professores perante as diversas vertentes, inconsistências, incoerências bem como o questionamento constante quanto aos resultados esperados e não alcançados nas salas de aula, numa parte substantiva das escolas brasileiras. As principais conclusões a que chegamos revelam que a formação de professores, apesar de um processo frágil na sua constituição, auxilia e prepara os futuros professores para o exercício da sua profissão de docência, necessitando de aperfeiçoar, principalmente, a relação entre a teoria e a prática, como elo norteador de todos os elementos formativos, o que garantirá uma maior autonomia do professor e a melhoria dos resultados dos alunos.
The purpose of this dissertation is to understand, amongst the graduates of the Teacher Training Course in the Normal modality, the contribution of the training process to the construction of fundamental competences and skills to good teaching practice, facing the challenges of postmodern society. We used a methodology of a qualitative kind, based on interviews made with students who graduated from the Teacher Training Course at High School, in the normal modality, who had been working for at least three years in Elementary School or Youth and Adults Education Classes from the first segment or Child Education. In this way It was possible to collect data that allowed a reflexive analysis on reality, (in the light of the presented theory.) Nowadays, there is a complexity around teacher training in relation to the several aspects, inconsistencies and constant questioning of the expected and unrealized results in classrooms, in a substantial part of Brazilian Schools. The main conclusions we have reached show that the formation of teachers, despite a fragile process in their constitution, helps and prepares future teachers for the exercise of their teaching profession, needing to improve mainly the relation between Theory and Practice, as the guiding link of all the formative elements, which will ensure a major autonomy and the improvement of the students' results.
The purpose of this dissertation is to understand, amongst the graduates of the Teacher Training Course in the Normal modality, the contribution of the training process to the construction of fundamental competences and skills to good teaching practice, facing the challenges of postmodern society. We used a methodology of a qualitative kind, based on interviews made with students who graduated from the Teacher Training Course at High School, in the normal modality, who had been working for at least three years in Elementary School or Youth and Adults Education Classes from the first segment or Child Education. In this way It was possible to collect data that allowed a reflexive analysis on reality, (in the light of the presented theory.) Nowadays, there is a complexity around teacher training in relation to the several aspects, inconsistencies and constant questioning of the expected and unrealized results in classrooms, in a substantial part of Brazilian Schools. The main conclusions we have reached show that the formation of teachers, despite a fragile process in their constitution, helps and prepares future teachers for the exercise of their teaching profession, needing to improve mainly the relation between Theory and Practice, as the guiding link of all the formative elements, which will ensure a major autonomy and the improvement of the students' results.
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Keywords
Competência Saber Conhecimento Autonomia Competence Know Knowledge Autonomy
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação