The signification of pedagogy: discourses of teachers trainers and epistemologies in flow

Abstract

This is a paper that presents reflections around the results of an empirical research, whose objective was to understand how professors, who act as teachers’ trainers in a Brazilian Public University, give epistemological significances to Pedagogy. The methodological process was defined by the realization of semi-structured interviews with ten (10) teachers trainers who ministered courses in Pedagogy career and by the Dialogic Discourse Analysis (Bakhtin’s approach) in interaction with analytical inputs provided by the Theory of Social Representations. We approach that Pedagogy is insert in the field of significations about the pedagogical knowledge, the Pedagogy Course and the professional identity of the teachers, as well as the representations resulting from the process of signification that were identified in the discourse of teachers trainers and the incidence modes of same in the construction of educational perspectives that guide their teaching.