Concepções de ensinar por formadores de professores e de discentes em formação numa Instituição Pública Federal.

Abstract

This study aims to analyze different conceptions of Vernacular language teaching, which has been experienced by teachers and students in the formation of Universidade Federal de Campina Grande- UFCG/ Centro de Formação de Professores- CFP, in Cajazeiras-PB. It is a descriptive and exploratory research, with a quali-quantitative approach. The study was based on the theoretical assumptions of Libâneo (1994), Charlot (2013), Oliveira (2010), Pimenta (2005), Nérici (1983), as to its conceptual approach to the teaching category. From the methodological point of view, it was anchored in the Content Analysis method postulated by 12 (54,5 %) are female and 10 (45,5%) are male 15 of them are between 18 and 49 years old (68,2%) and 7 (31,8%) between 50 and 69 years. As for the students, 10 participants are between 18 and 49 years old, being 03 (30%) male and 07 (70%) female. From the result of the categorical analysis, we observed the predominance highlighted by both teachers and students, of a conception of traditional teaching (16%) and contemporary teaching (84%). It was concluded that there is a greater frequency of teachers and students (84%) who defend education in a contemporary perspective, that is, education mediated by reflection, criticism and intervention between concrete social transformations and socialization of knowledge in society (CHARLOT, 2013) and 16% conceptualize teaching in a traditional approach, which transmits knowledge, reproduces them and preserves socially valued ways of thinking and acting. (PIMENTA, 2005).