The teacher's pedagogical training: between legislation and teachers' perceptions

• Autor(a) principal: Silva, Pollyane Vieira da
• Data de Publicação: 2022
• Outros Autores: Savian, Taciana Villela, Marques, Rosebelly Nunes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1437
• topic: Teacher formation; Educational politics; Pedagogical knowledge; Formación docente; Política educativa; Conocimientos pedagógicos; Formação docente; Política educacional; Conhecimento pedagógico

This article is part of the area of teacher training and its general objective is to discuss the importance of pedagogical training in teacher training and how Brazilian legislation makes this training mandatory. A quantitative-qualitative research was carried out with data from teachers who work in different educational stages, collected from a structured questionnaire. The treatment performed on the objective responses was a descriptive analysis followed by a cluster analysis. For the essay answers, the content analysis methodology was used. The results showed that teachers understand the importance of pedagogical training in teaching practice, however, it was noticed that the degree of importance to pedagogical training is decreasing as the teacher works at higher educational levels, such as undergraduate and graduate , as the current educational legislation does not require such training for the exercise of the teaching profession in higher education. It was considered necessary to expand public policies that contribute to theoretical-methodological reflections on the pedagogical training of teachers.