Initial formation and the importance assigned to the theory: research with a group of teachers working in the public schools of São Paulo (Brazil)

• Autor(a) principal: Fernandes, Anoel
• Data de Publicação: 2016
• Outros Autores: Giovinazzo Junior, Carlos Antônio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/21214
• topic: Teacher training. Theoretical knowledge.; Formación docente. Conocimientos teóricos.; Formação docente. Conhecimentos teóricos.

This article focus on the subject of teacher formation and presents research results conducted with teachers of early years of basic education in public schools of São Paulo-Brazil. It analyzes the relationship between where happened the initial formation and the importance assigned to the theory. Based  n responses to a questionnaire containing items related to the objective conditions of labor, to the initial formation course and to the practical and theoretical knowledge about education, it is examined as to how they deal and relate to concepts and theories of the educational field. The results indicate that the theoretical knowledge assimilated in the initial or continuing formation are only appreciated if perceived as liable to immediate application and so as to solve the problems faced in the classroom. Also indicate that the initial formation and the institution in which it is performed can influence decisively the relationship that the teachers develop and maintains with the theoretical knowledge. It was finally found a tendency of aversion to the theory, because it is not incorporated autonomously in the way of thinking and in the intellectual experience of the teachers.