Training teachers in initial actions embalo of teaching: possibilities for teaching autonomy

Authors

  • Marly Macêdo Pontifícia Universidade Católica do Paraná-PUCPR
  • Joana Paulin Romanowski Pontifícia Universidade Católica do Paraná-PUCPR
  • Pura Lúcia Oliver Martins Pontifícia Universidade Católica do Paraná-PUCPR

DOI:

https://doi.org/10.5902/1984644427514

Keywords:

Didactics, Teacher formation, Course of Pedagogy.

Abstract

This article aims to analyze Didactics in the initial formation of the teacher in the course of Pedagogy in its relations with the teaching practice. Problematizes Didactics as a discipline focused on teacher formation articulated to teaching practice. The methodology is a qualitative approach and the analysis is based on student narrative collected in the self-assessment of the Didactics course of the course of Pedagogy of an IES in the city of Curitiba. The contributions of the studies include Martins, Veiga, Romanowski and Santos, and others, who discuss the understanding of this discipline and its interlocution with the practice for the formation of teachers. The results show that Didactics enables students to understand learning situations based on the problematic social practice based on the experiences and experiences of the teachers and students of the basic school.

Author Biographies

Marly Macêdo, Pontifícia Universidade Católica do Paraná-PUCPR

Doutoranda em Educação pelo Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica do Paraná (PUCPR), Curitiba, PR, Bolsista da CAPES.

Rua Prof. Guido Strauber, 871, Apto 203-A

CEP 80320030

Curitiba – Paraná

Joana Paulin Romanowski, Pontifícia Universidade Católica do Paraná-PUCPR

Doutora em Educação pela Universidade de São Paulo–USP, professora titular do Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica do Paraná (PUCPR) e colaboradora da UNINTER. Curitiba, PR

Rua Cel Joaquim Ignácio T. Ribas, 701 Apto 804

Cep 80730330

Curitiba- PR.

Pura Lúcia Oliver Martins, Pontifícia Universidade Católica do Paraná-PUCPR

Doutora em Educação pela Pontifícia Universidade Católica de São Paulo–PUCSP, professora titular do Programa de de Pós-Graduação em Educação da Pontifícia Universidade Católica do Paraná (PUCPR).

Avenida Silva Jardim, 2754 Apto 21

CEP 80.240-020

Curitiba – Paraná

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Published

2017-08-31

How to Cite

Macêdo, M., Romanowski, J. P., & Martins, P. L. O. (2017). Training teachers in initial actions embalo of teaching: possibilities for teaching autonomy. Education, 42(2), 299–318. https://doi.org/10.5902/1984644427514

Issue

Educação, v. 42, n. 2, maio/ago. 2017

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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