A formação docente: saberes necessários a prática educativa nos anos iniciais do ensino fundamental.

Abstract

This research entitled "Teacher training in the course of Pedagogy: knowledge necessary for educational practice in the initial years" aims to analyze the process of teacher training for action in the initial years. We have as a research question: How does the process of teacher training for teacher performance occur in the initial years? In order to do so, the empirical research carried out in the study was based on the quantitative-qualitative approach and bibliographical survey, having as data collection instrument the semi-structured interviews by simple categorization of the data by recurrent terms. What subsidized the analyzes developed here, based on an exploratory field research involving 4 subjects, 3 teachers who are in teaching in the years beginning in a public school in the city of Pombal-PB, and 1 student who is still in initial formation in the Pedagogy course. This is what concerns the process of teacher training, as well as the knowledge that underlies the teaching practice in the initial years according to the educational requirements of the 21st century. Thus we arrive at some conclusions regarding the scientific knowledge, reflexive and participative practice that in the conception of the interviewees are relevant for teaching performance. Thus, in order for the teacher to develop a practice consistent with the educational requirements for the process of socialization and human formation with the students, it is important to look critically reflective of their practice by instigating to think that knowledge and skills are essential and essential to professional training. Starting from this conception the course of Pedagogy that prepares the educator for the exercise of the teaching in the initial years in its possibilities of optimization contributed scientifically, pedagogically and subjectivity for the formation of the act of the teaching profession.