TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY

Authors

DOI:

https://doi.org/10.5216/ia.v46i2.65148

Abstract

This paper discusses some dichotomous utterances concerning theory and practice in the initial training of teachers who have less than three years of teaching experience. Based on studies on the training of teachers and contemporary teaching, such as those carried out by Fabris and Dal’Igna (2015), Gatti (2010), Gatti et al. (2019), García (2010), Tardif (2012), Nóvoa (1991) and Imbernón (2009), the research analyzes in a hypercritical perspective how the discoursiveness that establishes the core of teaching practice enhances dichotomous ways of seeing education and understanding teaching. Produced through the application of a virtual survey via Google Forms, the material consists of narratives of teachers who develop teaching in the early years of elementary school at the beginning of their careers. The analytics undertaken exhibits that, although teachers point to a scenario of formative fragmentation, it is seen as a propellant for what we call a formation that is constituted throughout life.

KEYWORDS: Beginner Teacher. Theory-practice Dichotomy. Formative Fragmentation. Initial Years of Elementary School.

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Author Biographies

Daiane Scopel Boff, Instituto Federal do Rio Grande do Sul (IFRS), Caxias do Sul, Rio Grande do Sul, Brasil, daiane.boff@caxias.ifrs.edu.br

Doutora em Educação pela Universidade do Vale do Rio dos Sinos – UNISINOS. Professora do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul - IFRS, Campus Caxias do Sul. Integra os grupos de pesquisa: GPMETA (IFRS) - Grupo de Pesquisa em Matemática, Ensino, Tecnologias e Aplicações e GIPEDI (UNISINOS) - Grupo Interinstitucional de Pesquisa em Docências, Pedagogias e Diferenças. 

Sabrine Borges de Mello Hetti Bahia, Universidade do Vale do Rio dos Sinos (UNISINOS), São Leopoldo, Rio Grande do Sul, Brasil, sabrinehb@edu.unisinos.br

Doutoranda e Mestra em Educação pela Universidade do Vale do Rio dos Sinos – UNISINOS. Possui graduação no curso de Pedagogia - Licenciatura pela UNISINOS e graduação no curso médio de Teologia - Bacharelado pelo Seminário Teológico SDC/ES. É bolsista integral da CAPES/Proex, integrante do Grupo Interinstitucional de Pesquisa em Docências, Pedagogias e Diferenças - GIPEDI/CNPq e da Red De Inducción A La Docencia.

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Published

2021-08-31

How to Cite

BOFF, D. S. .; BAHIA, S. B. de M. H. . TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY. Journal Inter-Ação, Goiânia, v. 46, n. 2, p. 810–825, 2021. DOI: 10.5216/ia.v46i2.65148. Disponível em: https://revistas.ufg.br/interacao/article/view/65148. Acesso em: 11 may. 2024.

Issue

Vol. 46 No. 2 (2021): Education, childhood and international immigration processes in Brazil among the 19th to 21st centuries

Section

Artigos

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