The teacher's pedagogical training: between legislation and teachers' perceptions
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
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 |
Resumo: | 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. |
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The teacher's pedagogical training: between legislation and teachers' perceptions La formación pedagógica del docente: entre la legislación y las percepciones docentesA formação pedagógica do professor: entre a legislação e as percepções docentesTeacher formationEducational politicsPedagogical knowledgeFormación docentePolítica educativaConocimientos pedagógicosFormação docentePolítica educacionalConhecimento pedagógicoThis 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.Este artículo forma parte del área de formación del profesorado y tiene como objetivo discutir la importancia de la formación pedagógica en la formación del profesorado y cómo la legislación brasileña hace obligatoria esta formación. Se realizó una investigación cuantitativa-cualitativa con datos de docentes que laboran en diferentes etapas educativas, recolectados a partir de un cuestionario estructurado. El tratamiento realizado sobre las respuestas objetivas fue un análisis descriptivo seguido de un análisis de agrupamientos. Para las respuestas discursivas se utilizó la metodología de análisis de contenido. Los resultados mostraron que los profesores comprenden la importancia de la formación pedagógica en la práctica, sin embargo, se percibió que el grado de importancia a la formación pedagógica va disminuyendo a medida que el docente se desempeña en niveles educativos superiores, como estudios de pregrado y posgrado, ya que la legislación educativa vigente no requiere dicha formación para el ejercicio de la profesión docente en la educación superior. Se consideró necesario ampliar las políticas públicas que contribuyan a las reflexiones teóricas y metodológicas sobre la formación pedagógica de los docentes.Este artigo insere-se na área de formação de professores e tem como objetivo geral discutir a importância da formação pedagógica na formação do professor e como a legislação brasileira prevê a obrigatoriedade dessa formação. Foi realizada uma pesquisa quanti-qualitativa com dados de professores que atuam em diferentes etapas educacionais coletados a partir de um questionário estruturado. O tratamento realizado nas respostas objetivas foi uma análise descritiva seguida de uma análise de agrupamento. Para as respostas dissertativas utilizou-se a metodologia da análise de conteúdo. Os resultados mostraram que os professores compreendem a importância da formação pedagógica na prática docente porém, percebeu-se que o grau de importância à formação pedagógica é decrescente a medida em que o docente atua nos níveis educacionais mais elevados, como na graduação e pós-graduação, à medida que a legislação educacional atual não exige tal formação para o exercício da profissão docente na educação superior. Considerou-se necessária a ampliação de políticas públicas que contribuam para as reflexões teórico-metodológicas sobre a formação pedagógica de docentes.Revista Prática Docente2022-07-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHumanasapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/143710.23926/RPD.2022.v7.n2.e22048.id1437Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): May to August 2022; e22048Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Mayo a Agosto 2022; e22048Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e220482526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1437/658Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSilva, Pollyane Vieira daSavian, Taciana VillelaMarques, Rosebelly Nunes 2022-06-03T13:08:54Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1437Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:08:54Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
The teacher's pedagogical training: between legislation and teachers' perceptions La formación pedagógica del docente: entre la legislación y las percepciones docentes A formação pedagógica do professor: entre a legislação e as percepções docentes |
title |
The teacher's pedagogical training: between legislation and teachers' perceptions |
spellingShingle |
The teacher's pedagogical training: between legislation and teachers' perceptions Silva, Pollyane Vieira da Teacher formation Educational politics Pedagogical knowledge Formación docente Política educativa Conocimientos pedagógicos Formação docente Política educacional Conhecimento pedagógico |
title_short |
The teacher's pedagogical training: between legislation and teachers' perceptions |
title_full |
The teacher's pedagogical training: between legislation and teachers' perceptions |
title_fullStr |
The teacher's pedagogical training: between legislation and teachers' perceptions |
title_full_unstemmed |
The teacher's pedagogical training: between legislation and teachers' perceptions |
title_sort |
The teacher's pedagogical training: between legislation and teachers' perceptions |
author |
Silva, Pollyane Vieira da |
author_facet |
Silva, Pollyane Vieira da Savian, Taciana Villela Marques, Rosebelly Nunes |
author_role |
author |
author2 |
Savian, Taciana Villela Marques, Rosebelly Nunes |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Silva, Pollyane Vieira da Savian, Taciana Villela Marques, Rosebelly Nunes |
dc.subject.por.fl_str_mv |
Teacher formation Educational politics Pedagogical knowledge Formación docente Política educativa Conocimientos pedagógicos Formação docente Política educacional Conhecimento pedagógico |
topic |
Teacher formation Educational politics Pedagogical knowledge Formación docente Política educativa Conocimientos pedagógicos Formação docente Política educacional Conhecimento pedagógico |
description |
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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Humanas |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1437 10.23926/RPD.2022.v7.n2.e22048.id1437 |
url |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1437 |
identifier_str_mv |
10.23926/RPD.2022.v7.n2.e22048.id1437 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1437/658 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): May to August 2022; e22048 Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Mayo a Agosto 2022; e22048 Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22048 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
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Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
instacron_str |
IFMT |
institution |
IFMT |
reponame_str |
Revista Prática Docente |
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Revista Prática Docente |
repository.name.fl_str_mv |
Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
repository.mail.fl_str_mv |
revistapraticadocente@cfs.ifmt.edu.br|| |
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