Formação e profissionalização docente: algumas reflexões acerca do exercício da profissão.

Abstract

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.