LEARNING DURING PROFESSIONAL EXERCISE: A STUDY IN THE LIGHT OF THE TEACHING LEARNING FOCUSES

• Autor(a) principal: Tatiana Boni, Keila
• Data de Publicação: 2019
• Outros Autores: Fogaça Carvalho, Diego
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/514
• topic: Formação Continuada de Professores; Educação Matemática; Focos de Aprendizagem Docente (FAD); Mathematics education; In-service Teacher Education; Focuses on Teaching Learning (FAD)

This article presents the results of a research whose objective was to highlight traces of teaching learning arising from the teaching professional exercise in Higher Education. Three deponents, teachers of Higher Education, participated in a semi-structured interview, consisting of themes that address the teaching profession. The transcripts of the interviews were organized and analyzed through the Discursive Textual Analysis procedures, taking as a priori categories the Teaching Learning Focus (FAD). The answers were accommodated in the categorical structure, allowing the elaboration of two profiles, one that approaches an identification with the profession and another that expresses the reflection about the teaching and the teaching community. It was evidenced that the FAD are present and necessary for the understanding of how teacher learning occurs, because in the answers in general, the interviewees expressed concerns to reflect on their practices and that, in this course, they go through the FAD, learning more respect for the teaching profession.