Formação inicial de professores: desafios e interfaces com a identidade profissional docente

• Autor(a) principal: Leão, Fabiane Alves de
• Data de Publicação: 2015
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28190
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Formação docente; Identidade profissional; Qualidade na formação inicial docente; Pedagogia; Teacher formation; Professional identity; Quality in initial teacher formation; Pedagogy

This research entended to investigate and analyze the literature regarding the initial formation of teachers and how the relations are established with the construction of the teaching professional identity and the quality of this formation thus had a problematic: How it’s occurring the initial formation of teachers and estabilish relations with the formation of the teaching professional identity? The investigation was developed as bibliographic and documentary researches based on sources about the topic under discussion. Therefore it was restricted to describe and analyze the documents “Referenciais para Formação de Professores”, prepared by Secretaria de Educação Fundamental do Ministério da Educação (MEC), in which emphasis was given to all orientations in relation to the formation of teachers in Brazil. The theoretical framework composed by authors like Freitas, Saviani, Tardif, Delgado, Dubar, Esteve, Freire, Pérez Gómez, Nóvoa, Imbernón and Pimenta. The results indicate that the teacher’s formation in Brazil it’s going to transformations influenced by new paradigms that anchor tacits of teaching formation with serious concerns in the initial’s formation quality. The final conclusion present and affirm the need for initial teaching formation of quality in the identity trace has relation with the knowledge, thereby overcoming simplistic visions of the profession, still so rooted that do not promote significant advances in their work contexts