Percepções de professores dos anos iniciais do ensino fundamental sobre a relação entre formação inicial e a prática docente.

Abstract

This work presents the results of a research whose the main purpose to analyze the evaluation that teachers working in elementary school, from public schools of the city of Cachoeira dos Indios make their initial training in pedagogy from the perspective of the relation between theory and practice. With this in focus were defined as specific objectives: to check, in the view of teachers, if there is influence of training in their thinking and acting; identify knowledge seized in their training; recognize the possible difficulties that they face in their work, related to gaps in their training. In this perspective, this work is based on qualitative research approach characterizing with a field research. The instrument of data collection was a structured interview conducted with five teachers. In a theoretical reference took shelter in theorists like Pimenta (2008) Libâneo (1994, 2004), Ibernôn (2006), Veiga (2009), among others that were significant for the construction of the reflections presented here about the relation between educational practice and teacher training. The analysis of the answers made possible to conclude that, according to the teachers, their initial training contributes to their daily practice. The teachers list as remarkable knowledge acquired in training, the capacity to re-evaluate their pedagogical practice, knowledge linked to the political pedagogical project, reading levels of learning, among others. About the difficulties who experienced in relation to gaps in their training, it was appointed the question of disability inclusion. According to one of the teachers this issue was not studied in her initial training. From the foregoing, it is concluded that the initial education acquired in Pedagogy course is very important for professional development, and consequently to improving the quality of teaching practice.