FORMAÇÃO DO PROFESSOR: UMA ANÁLISE TEÓRICA E SUA RELAÇÃO COM O COTIDIANO ESCOLAR

Abstract

A study based on qualitative and descriptive bibliographic research shows that during the period of teacher education, knowledge appears fragmented and out of context in the school environment. However, the higher education institutions responsible for the formation of future teachers still adjust their knowledge in different theories and areas of knowledge, which sometimes is not connected with the daily reality of the teacher. As the protagonist of this dynamic is an inseparable part of it, therefore, he needs to be aware of the knowledge that constitutes his teaching practice and his school reality, and which were acquired during his training, it is through this knowledge that the teacher seeks subsidies to constitute themselves. become a teacher. Thus, the objectives of the present study, in the general scope, was to analyze the factors that contribute in the initial formation of the elementary school teacher and as specific objectives, sought to study the reflexes of the teacher formation in the daily school life, as well as to identify how the knowledge Teachers guide the educational practice of the teacher in a public school.