Formação, saberes e práticas docentes: concepções e perspectivas atuais.

Abstract

This work was the subject of study training, practice and teaching knowledge: concepts and current perspectives, with the purpose the following objectives: General: to analyze the training, knowledge and practices that underlie the exercise of the teaching profession in the early years of elementary school ; and specific: to reflect the initial and continuous training process and its importance in teaching practice; identify teaching knowledge and its contribution to the process of teaching and learning in the early years of elementary school; Characterize teaching practices developed in the construction of knowledge in the early years of education. The choice of theme emerged from the thematic seminars discipline I, which enabled us to understand the relevance of studies and discussions relevant to this area of knowledge. The methodological procedure used was a qu/alitative research of the exploratory type, in order to provide a closer relationship with the object of study. The survey was conducted in two stages: initially performed a literature review, having as theoretical support the following authors: Tardif (2010), Pepper (2007), Imbernon (2005), Novoa (1997) Demo (1993) among others authors, to understand how is the teacher training to build knowledge and how they are materialized and developed in educational practice in the early years of elementary school? Then, the field research was conducted with 05 (five) teachers who work in the early years of elementary school, in a state school in the city of Sousa-PB. Data collection was used as a tool A semi-structured interview consisting of 10 questions. The data showed that teachers consider important training since most have graduate degree in Pedagogy in his professional area, but underscored the need for completion of continuing education, as most teachers do not have training courses. They reveal that knowledge is fundamental to highlight the knowledge that teachers develop in the course of their practice, and also serve as a reference to solve the classroom everyday problems.