Saberes docentes e práticas pedagógicas: implicações da formação continuada

Abstract

The present academic work presents itself as Teaching knowledge and pedagogical practices: Implications of continuing education, with the main objective to understand the knowledge that are being mobilized by teachers in their teaching and the relationship with continuing education, as well as to identify which knowledge are being mobilized by the teachers in their pedagogical practices, aiming also to understand how the teachers relate to their own knowledge and to reflect on the influence of the continued formation of teachers in the constitution of the teaching knowledge. In this research, we first present the teachers' knowledge, conceptualizing them. Based on the theorists studied, teacher knowledge is a set of knowledges that guide the practice of a teacher and we approach continuing education as a possibility for the expansion of the teaching knowledge. We use qualitative research with a dialectical approach to interpret the data and information collected in the field Through the data collected through interviews, participant observation and records of the field book, we were able to identify which teachers' knowledge is most evident in the teaching performance and the way in which the teachers relate to their knowledge. Teachers have a strong relationship with scientific knowledge, vocational training knowledge and experience, classifying love / affectivity as an indispensable knowledge for teaching, recognizing the importance of continuing education in the process of expanding their teaching knowledge and assume themselves as people in the process of building. It is essential that the teacher be aware of its incompleteness and constantly seek to expand its knowledge through continuous training so that, in this way, expand its knowledge and re-signify its practice through the new knowledge acquired.