SABERES E PRÁTICAS EDUCATIVAS DE PROFESSORES COM A FORMAÇÃO NA ÁREA DE AGRONOMIA

Abstract

The study aims to investigate the interrelationships between training, knowledge and educational practices developed by teachers with training in the field of Agronomy. The research was conducted in the period 2019-2020 with four professors who teach subjects in the courses of Bachelor of Agronomy at the Federal Institute Goiano - Campus Rio Verde (IF Goiano). In the qualitative research, we used as a methodological procedure for data collection, the autobiographical narrative with four teachers. The knowledge and practice of the professor of Agronomist of the IF permeates from life stories, training to the option to enter teaching and throughout their academic trajectory. The narratives show that teachers are concerned with the good quality of the teaching they develop, however, they recognize that the time to carry out teaching, research and extension activities, and the absence of pedagogical training are elements that challenge the materiality of a praxis. teacher that contemplates the different ways in which students learn. Therefore, this praxis exercised by professors in the field of Agronomy has been challenging in their daily lives, since a class of excellence requires continuous improvement. Teachers still have difficulties with regard to pedagogical knowledge and practices, as their training is focused on research and not on teaching. Due to this fact, it is necessary that the educational institutions that the Agronomy teachers are assigned to offer opportunities for pedagogical training courses, bringing the teacher closer to the knowledge and teaching practice.