Formação docente na efetivação das práticas educativas: uma abordagem reflexiva do cotidiano escolar.

Abstract

The work has the general objective of this work to understand the relevance of initial training to continuously meet the teaching and learning process of students in the early years of elementary school. Its justification was to promote discussions and strategies that could help in the process of teacher training and in the action-reflection dialectic that is part of teaching construction. In addition to facilitating the understanding of many concerns in the area of teaching and seeking questions that address the teaching process in theoretical and practical training. Specific objectives we sought: to present the needs of the construction of the practice in the formation for the school experience; understand the importance of praxis to deal with reality in the classroom; identify the importance of reflecting on one's own training. As for the search, this was an exploratory field study, following a qualitative approach. It was carried out in the high hinterland of Paraiba, urban area of Cajazeiras-PB and in the District of Gravatá, municipality of São João do Rio do Peixe/PB, done in the form of a questionnaire. The data collection instruments were a questionnaire, with 10 open questions, which was applied with 3 teachers from each school. From the results obtained, it can be seen that initial training is important for practice, but it is not exclusive, since all teachers questioned seek continuing education and see the importance of this resource. it was possible to verify that the teaching process is complex, which demands a lot from the teacher and this professional needs to be prepared to offer and develop pedagogical practices that meet the educational process and, still, relevantly challenging and that needs to be reflected, valued and built continuously. This research also intended to bring many approaches to educational policies, pedagogical practices, theories of teaching and learning, reflections about praxis, among other aspects that served as a basement point for the development of this research. Also pointing out the importance of thinking about the scope of talking about training and the development of educational practices.