QUARESMA, F. D.; http://lattes.cnpq.br/9192947313819222; QUARESMA, Fabrício Duarte.
Resumo:
This monographic work had as object of study the teacher formation. Thus, we had as
general objective to discuss the process of teacher formation and professionalization,
reflecting the unity of thinking and doing in the exercise of the profession, and as
specific objectives: to reflect the paradigms of homogeneous and emergent formation,
highlighting their implications and contributions; to understand professional
development and teaching performance; For the accomplishment of this monograph, a
bibliographic survey was carried out initially, in which we sought authors and
documents that discuss about teacher formation in the homogeneous, emergent and
professionalization models. Therefore, we discuss about teacher formation in recent
years, reflecting on the impact of models in teacher formation; we emphasize
professionalization as an essential component for the qualification of teachers,
accompanying social transformations and preparing teachers to overcome the problems
of daily school life. We realize that investing in formation is always necessary to
expand practices and knowledge relevant to the work of teachers. Through the field
research we seek to know the reality experienced by teachers in relation to everyday life
in the classroom. For this purpose, the data were collected through interviews with three
(3) teachers who work in a elementary and high school of public education in the city of
Santa Helena-PB. The research pointed out the conceptions about teacher formation in
the reflections of the studies of the work done as well as of the interviewed, and pointed
out that these professionals understand the importance of the process of formation
during the academic life as a form of qualification and preparation for the exercise of
the teaching profession. Emphasizing the importance of professionalization in the
process of teacher formation in the daily life of the profession.
