TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY

• Autor(a) principal: Boff, Daiane Scopel
• Data de Publicação: 2021
• Outros Autores: Bahia, Sabrine Borges de Mello Hetti
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Inter-ação (Goiânia. Online)
• Texto Completo: https://revistas.ufg.br/interacao/article/view/65148

This paper discusses some dichotomous utterances concerning theory and practice in the initial training of teachers who have less than three years of teaching experience. Based on studies on the training of teachers and contemporary teaching, such as those carried out by Fabris and Dal’Igna (2015), Gatti (2010), Gatti et al. (2019), García (2010), Tardif (2012), Nóvoa (1991) and Imbernón (2009), the research analyzes in a hypercritical perspective how the discoursiveness that establishes the core of teaching practice enhances dichotomous ways of seeing education and understanding teaching. Produced through the application of a virtual survey via Google Forms, the material consists of narratives of teachers who develop teaching in the early years of elementary school at the beginning of their careers. The analytics undertaken exhibits that, although teachers point to a scenario of formative fragmentation, it is seen as a propellant for what we call a formation that is constituted throughout life. KEYWORDS: Beginner Teacher. Theory-practice Dichotomy. Formative Fragmentation. Initial Years of Elementary School.