Os diários descritivos como suporte no processo de formação do professor reflexivo.

Abstract

Nowadays we see discussions about the importance and need of instruments that help teachers in initial formation to reflect about their practice. Regarding what Schön (1987) discusses about the reflection in addition to an action make the difference in reflexive teachers classes, once that reflection directed to a specific context and situations, are complete and differentiated, because considers the need of each individual student. As an early teacher education reflects on what he or she hears, an insight into his own is created. Based on this, one can understand a reflexive practice as a fundamental experience for knowledge of beliefs, cultures and of whom the teacher is in the context that exercises its practice. Thinking about reflection profoundly, we are faced with what is thought by critical education, which addresses the critical reflection of practice, Liberali (2012) suggests that such action happens from reflection on a specific social group and its company, that move and transform like actions of the diverse participants of this same group. Thinking in the context of the stage in the initial formation, a critical reflection, would be directed to change the choice of some practices for certain moments of teaching. The present work aims to identify, in the writing of reflexive diaries of trainee students of the course of Letras – Língua Inglesa of the years 2013 and 2016, a construction of this reflective identity and of how the auxiliary daily instrument (journals) in a complete form pictured in the context in which we are and which methods are most appropriate during early childhood educationInitially thinking about the context of the internship and then about the reflexive identity of the teacher in general, the analysis is performed considering a perspective of critical reflection that takes place in four different forms of action: describe, inform, confront and reconstruct, developed by Freire (1970) and expanded by Bartllet (1990) and Smyth (1992), according to Liberali (2012). Specific aspects of the journals are also taken into consideration, such as the time and the way they were written. Some results are simplest about a practice and as support to the planning of the internship classes, as well as a general need for tools that allow a reflexivity about teaching.