Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices

• Autor(a) principal: Oliveira, Sonia Maria Soares de
• Data de Publicação: 2021
• Outros Autores: Araújo, Fátima Maria Leitão, Silva, Carlos Diogo Mendonça da
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Educação & Formação (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/2885
• topic: Saberes docentes; Formação inicial; Saberes da prática; Formação Inicial de Professores e Saberes da Prática; Teachers' knowledge; Initial formation; Knowledge of practice; Initial teacher training and practical knowledge; Saberes docentes; Formación inicial; Saberes de la práctica; Formación inicial del profesorado y conocimiento práctico

The present article is an excerpt of a broader research, in which we investigate the knowledge and practices of teachers of basic education. The writing focuses on teaching practice, understanding it as an important locus of production and re-signification of knowledge. We analyzed the complexity of the knowledge of the professorial practice and how the everyday forges such knowledge. In this sense, the reflections that we bring in this writing, meet the perspective that sees teaching as a professional practice located, being the teacher an active subject and that resigns and intervenes in the actions of his profession, being, therefore, active subject of his practice. Through testimony of teachers of History of public secondary education in the city of Maranguape, in the state of Ceará, it was possible to verify that the daily making of the teaching profession constitutes an undeniable locus of formation for the definition of the professional identity of the teacher, revealing the gaps left by the initial formation, thus revealing the formative character of the practice of the act of teaching.