Concepções de formação docente: uma análise da proposta de formação de professores do Curso de Pedagogia da FAE/CBH/UEMG

Abstract

This dissertation has as object the conceptions of teacher learning in the proposal of the teacher learning of the undergraduate course in Pedagogy Department of Education (Faculdade de Educação), Campus Belo Horizonte, Universidade do Estado de Minas Gerais (FAE / CBH / UEMG), elaborated in 1998 and the conceptions that permeate this proposal today. The conceptions of teacher learning present in the speeches of the interviewee teachers are analyzed in a qualitative dimension, through Content Analysis. Interviews were conducted in the classroom of the institution, which facilitated access to all, since the interviewees and the researcher work in that institution. The interviewee teachers are part of two distinct groups: the teachers who have been in the institution for the longest time and that had been participated directly or indirectly in the development of the proposal, and those who have not participated in the elaboration of the proposal of the undergraduate course of Pedagogy, but are involved in its implementation. The concepts of teacher learning were presented according to several authors of the literature on the subject. Also, they were presented according to the object of this research. Finally, the speeches of the teachers were presented. All these three situations, which appear at different moments in the work, dialogue among themselves.