Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.2525-4863.2018v3n3p1037
Tocantinópolis
v. 3
n. 3
p. 1037-1063
sep./dec.
2018
ISSN: 2525-4863
1037
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
The learning of academic teaching in initial training: new
temporalities
Ana Cláudia da Silva Rodrigues
1
, Rayane Pereira Santos
2
, Adriege Matias Rodrigues
3
1
Universidade Federal da Paraíba - UFPB. Department of Education Rationale / Education Center. University City, Castelo
Branco III. João Pessoa - PB. Brasil.
2
Universidade Federal da Paraíba - UFPB.
3
Universidade Federal da Paraíba - UFPB.
Author for correspondence: anaclaudia@ce.ufpb.br
ABSTRACT. The present article has as its thematic focus the
actions of an extension project developed in schools of the
countryside of the paraibano swamp. The objective was to
understand how the learning of the teaching of the academics
occurs from the actions developed in the extension project titled
"Continuing Teacher Training for the Countryside: School
Curriculum and Strengthening Peasant Identity", which worked
with schools located in the countryside. The methodological
course was developed based on the assumptions of the
qualitative research, using the case study as a method and the
semi-structured interview as a technique for data collection. The
subjects that participated were 11 trainees and the coordinator of
the course. It is emphasized that teaching learning does not
materialize without the articulation of the different formative
spaces of pedagogical practice, starting from new temporalities.
Keywords: Teaching Learning, Initial Formation, Pedagogical
Practice.
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
Tocantinópolis
v. 3
n. 3
p. 1037-1063
sep./dec.
2018
ISSN: 2525-4863
1038
A aprendizagem da docência de acadêmicas em formação
inicial: novas temporalidades
RESUMO. O foco temático deste artigo são as ações de um
projeto de extensão desenvolvido em escolas do campo do brejo
paraibano. O objetivo foi o de compreender como ocorre a
aprendizagem da docência de acadêmicas a partir das ações
desenvolvidas no projeto de extensão intitulado ‘A formação
continuada de professores para o campo: currículo escolar e
fortalecimento da identidade campesina’, aplicado em escolas
localizadas no campo. Sob o ponto de vista da metodologia,
adotamos os pressupostos da pesquisa qualitativa e utilizamos o
estudo de caso e a entrevista semiestruturada para constituir os
dados. Participaram da pesquisa 11 acadêmicas em formação e o
coordenador do curso. Os resultados indicaram que a
aprendizagem da docência não se concretiza sem a articulação
dos diferentes espaços formativos da prática pedagógica a partir
de novas temporalidades.
Palavras-chave: Aprendizagem da Docência, Formação Inicial,
Prática Pedagógica.
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
Tocantinópolis
v. 3
n. 3
p. 1037-1063
sep./dec.
2018
ISSN: 2525-4863
1039
El aprendizaje de la docencia de académicas en formación
inicial: nuevas temporalidades
RESUMEN. El foco temático de este artículo son las acciones
de un proyecto de extensión desarrollado en escuelas del campo
del brejo paraibano. El objetivo fue el de comprender cómo
ocurre el aprendizaje de la docencia de académicas a partir de
las acciones desarrolladas en el proyecto de extensión titulado
'La formación continuada de profesores para el campo: currículo
escolar y fortalecimiento de la identidad campesina', aplicado en
escuelas ubicadas en el campo. Desde el punto de vista de la
metodología, adoptamos los presupuestos de la investigación
cualitativa y utilizamos el estudio de caso y la entrevista
semiestructurada para constituir los datos. Participaron de la
investigación 11 académicas en formación y el coordinador del
curso. Los resultados indicaron que el aprendizaje de la
docencia no se concreta sin la articulación de los diferentes
espacios formativos de la práctica pedagógica a partir de nuevas
temporalidades.
Palabras clave: Aprendizaje de la Docencia, Formación Inicial,
Práctica Pedagógica.
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
Tocantinópolis
v. 3
n. 3
p. 1037-1063
sep./dec.
2018
ISSN: 2525-4863
1040
Introduction
The teaching performance is an
action complex by requiring the
professional, for through the training
process and over the of their action,
general knowledge and specific. In recent
decades, social, political and cultural
changes and economic conditions have
appropriation of new knowledge that
should to guide the educational action so
that teachers can act through a challenging
everyday life.
Currently, the teacher of education
have to deal with transience knowledge
and technology. This is a challenge for its
performance and that makes it to reflect on
the importance of knowledge taught for a
society. For your time, parents, managers
and the community consciously or
unconsciously performance of this
education professional, including through
evaluations institutions promoted by the
State. The local and national indices have
led to instability in the formation of
professional, who needs to update
constantly to meet these demands.
Thus, if the formation that the
pedagogue acquire in the university
courses does not approach the reality in
which he will act, it will not be significant.
Therefore, throughout history, the
Pedagogy Courses have assumed different
configurations, mainly in their curricular
format. Profiles, objectives, contents,
theoretical contributions, methodologies
and ways of evaluating are changed, but
there is still an explicit difficulty in the
curricula of making teachers professionals
who must diagnose the work context, make
decisions, act and evaluate the pertinence
of the actions, in order to lead them to the
proper sense (Zabala, 1998).
We can not but refer to the new
meanings attributed to training, as a
function of human evolution, which
restricted to the specific locations of
professionalization, but as a "function of
essential vital to be exercised
permanently”. (Pineau, 2006, p. 153).
Therefore, to think about the formation of
teachers for basic education, it is need to
understand it in the constitution of new
temporalities. To the academic, the training
spaces should not restricted to institutional
physical spaces. Lifelong learning is not
fixed and is in constant transformation,
with spaces connections.
So, considering these immersive
issues in teacher training, some teacher
training courses have directed their actions
to promote teaching learning with activities
other than classroom training and
supervised placement. The interlocution of
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
Tocantinópolis
v. 3
n. 3
p. 1037-1063
sep./dec.
2018
ISSN: 2525-4863
1041
research, extension and teaching actions
has approximated the academics in initial
formation of the reality of the school of
basic education. View the teaching action
through lenses that the pedagogical act and
transform the teacher into a researcher of
the educational action, besides the
communities that consolidate partnerships
and overcome many barriers to providing
their students with good quality public to
reflect on the need to contextualize the
reality in which it proposes to intervene.
It should be emphasized, however,
that there is no deeper reflection on the
learning of academics in formation
research and extension actions in teacher
training courses. Therefore, our intention is
to know what contributions of the
educational practices developed by the
academics in initial formation through the
extension project titled 'Continuing
education of teachers for the field: school
curriculum and strengthening of peasant
identity', executed between 2014 and 2016,
in partnership with the schools in the
countryside of the region of the state of
Paraiba. The central question that guided
our discussion was: how the teaching
action of the initial trainees who
participated in an extension project
contributed to increase their learning in a
Pedagogy Course?
The pedagogical practice in of teachers
It is understood that theory and
practice are central categories in teacher
training, especially in the early years of
pedagogical action, because there is no
practice without theoretical foundation,
therefore, theory and practice are
inseparable in the context of pedagogical
action. According to Saviani,
when we understand that the practice
will be coherent and consistent, it
will be the more qualitative it will be,
the more developed more consistent
developed is the theory that and that
a practice will be transformed if there
is a theoretical elaboration that
justifies the need for its
transformation and to propose the
forms of transformation, we will be
thinking about practice based on
theory (2005, p. 107).
In the classroom the teacher should
not use theory at one time and practice at
another, since both are inseparable.
Between the theory and the
transforming practical activity, a
work of education of the consciences,
of organization of material means
and concrete plans of action. All this
as an indispensable passage to
develop real, effective actions. In this
sense, a theory is practical insofar as
it materializes, through a series of
mediations, what previously only
existed ideally, as knowledge of
reality or ideal anticipation of its
transformation. (Vásquez, 1968, p.
207).
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
Tocantinópolis
v. 3
n. 3
p. 1037-1063
sep./dec.
2018
ISSN: 2525-4863
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So, while theory alone is not able to
transform our education or the world, it
helps us to organize practical actions in the
classroom. According to Freire (1987),
knowledge, knowledge about and doing is
the union of praxis that, consequently,
presupposes theory and practice at the
same time. In doing pedagogical, theory
and practice should always dialogue, to
demystify the idea of separation. Freire
(1987, p. 125) states: "It must be made
clear that, for this very reason, we are
defending praxis, the theory of doing, we
are not proposing no dichotomy that would
result in this doing to be divided into one
stage of reflection and another, far from
action."
The author emphasizes that there is
no separation and that it is precisely in this
relation that the praxis will be authentic
and will to the teacher to reflect on their
action, which, consequently, will provide
an education through which to understand
the processes of teaching and learning
within a reality.
In this perspective, we should
consider "... praxis as a theoretically
grounded practice. If the theory unrelated
to practice is configured as contemplation,
the practice unrelated to theory is pure
spontaneity. It is doing by doing".
(Saviani, 2005, p. 141).
According to Guedes (2009), to
defend the idea that it is necessary to study
theory and then to carry out the practice
implies different perspectives.
The effective relationship between
theory and practice leads to
conscious action, Freire insists on
education as critical knowledge, for
only through a critical awareness
position does the subject have a sense
of reality and the ability to commit to
transforming it. The subject
conscientized by the educational
process assumes, with the
transformation of reality, the very
quest for freedom. (Fortuna, 2015, p.
67).
It should be emphasized that teacher
training is not only a matter of practice, but
also of theory, which has a fundamental
importance, because it is in this theoretical
deepening that the teacher practices the
reflection on the action and begins to
understand diverse contexts. Then, this
interaction between the knowledge of
practice and those of theory generates a
pedagogical action effective, autonomous.
Thus, the teacher will in the relationship
between theory and practice. For the
professional educator, a of its major
challenges is to understand theories and
their materialization in new points of view,
attitudes, postures and educational
performance.
Vasquez (1968) explains that,
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
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2018
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... while practical activity
presupposes an effective action on
the world, which results in a real
transformation in it, the theoretical
activity only transforms our
consciousness of the facts, our ideas
about things, but not the things
themselves (p. 210).
This is why theory alone does not
play its role because it serves as a basis for
understanding a practice that will be
effective and organized through reflection,
therefore, transformation will only occur if
you understand this process. This
dimension of practice, which is necessary
for the initial academic project,
materializes in the Pedagogical Project of
the Course, specifically, in the supervised.
According to Pimenta (2002, p. 147), "the
stage is the space par excellence where we
can reflect on these and other issues
alluding to the life and work of teachers, in
the classroom, in school organization and
in society."
Thus, it is important to reflect on the
role of the teacher that brings the students
closer to the knowledge and leads them to
question about them in order to understand
them. In this way, it decentralizes its
performance in the classroom and assumes
different aspects in a given context.
The mediating role of the teacher
assumes different aspects. Is
coordinator and problem-maker in
the moments of dialogue in which
students organize and try to justify
ideas. It approaches, creates bridges,
places scaffolding, establishes
analogies, similarities or differences
between the student's "spontaneous"
and informal culture, on the one
hand, and the formalized theories and
languages of the elaborated culture,
on the other, favoring the internal
process of re-signification and
conceptual rectification. (Castro,
2001, p. 130).
To organize the pedagogical practice
based on the dialogue is to bring the
relation of complementarity between
theory and practice, the concrete
conditions of this space and the social
reality of the various subjects that
constitute it. Tardif (2002, p. 291)
conceptualizes the practice as a "space of
production of professional competence by
the teachers themselves", that is realized
by means of the reflection of its practice,
derived from the collective experiences or
not, as a field of mobilization of the
knowledge and of a vast production of
knowledge to rework, in addition to
knowledge, his pedagogical work.
Thus, pedagogical teaching practices
are very important in the construction of
identity of the subjects, because it is a
place where the acquired knowledge is
produced when referring to the practice
itself, through daily teaching activities.
Therefore, considering that
pedagogical practice is extremely
important in the teaching and learning
process and can to contribute significantly
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
Tocantinópolis
v. 3
n. 3
p. 1037-1063
sep./dec.
2018
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to the cognitive, human and social
development of the learner, their
organization, their action and their
reflection must be experienced on a daily
basis.
It is worth emphasizing that, since
the teacher is the mediator of this
pedagogical relationship, he must know the
real didactic needs and heterogeneity of his
students' learning and wish them to learn.
The pedagogical practice will be focused
on the development of students' learning,
with contextualized, challenging and
meaningful activities for them to acquire
new knowledge.
If you have the necessary knowledge
about the profession, the teacher will
understand that you need to consider where
you are, to approach the school. This
brings us to an education that encourages
learners to find their identity and to take to
school what was once considered as the
part for the reality in which they are
situated and work together. Thus, they will
become protagonists towards knowledge.
Freire emphasizes that
Pedagogy has to be forged with it
(the oppressed) and not for it, as men
or peoples, in the incessant struggle
of recovery of his humanity.
Pedagogy that makes oppression and
its causes subject to the reflection of
the oppressed, which will result in
their necessary engagement in the
struggle for their liberation, in which
this pedagogy will be done and will
be refuted. (Freire, 1987, p. 54).
The role of the teacher is to instigate
the student to seek autonomy, with
strategies that make him leave the role of
oppressed, is free to express itself and
draws closer to its reality, positioning it as
the center of the process and leaving aside
"banking" education, that is, repetition,
memorization, which did not allow
contextualization and exchange of
experiences.
In the "banking" view of education,
"knowing" is a gift from those who
think themselves wise to those who
think they know nothing. Donation of
those based on one of the
instrumental manifestations
ofideology of oppression - the
absolutization of ignorance,
whichconstitutes what we call the
alienation of ignorance, according to
which it is always in the other.
(Freire, 2011, p. 81).
The teacher should also be a
mediator of knowledge and provide tactics
that facilitate the arrival of the necessary
disciplinary knowledge in a contextualized
way, approaching the inserted reality as a
means of articulating the knowledge, so
that he and the students consolidate their
identity, in this exchange of experiences
and knowledge socially, culturally and
disciplinarily.
In this way, the educator is no longer
what only educates, but what, while
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
Tocantinópolis
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n. 3
p. 1037-1063
sep./dec.
2018
ISSN: 2525-4863
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educating, is educated, in dialogue
with the educated who, being
educated, also educates. Both, they
become subjects of the process in
which they grow together and where
the "arguments of authorities" no
longer they are worth In order to be,
functionally, it needs to be with
liberties and not against them.
(Freire, 2011, p. 96).
In order for change to take place, we
must urgently develop emancipatory
actions that value specificities of the
student and those of the teacher, since each
one has a differentiated social knowledge
according to their experiences, and these
actions must guarantee the subjects the
right to education and the construction of
their identity, valuing their culture, their
own way of living and working.
It is the duty of society to encourage
and collaborate to its full realization. An
good quality education is not only prepare
the student for the world (adapt), nor
transmit knowledge, but also to form a
consciousness, that is, a being
emancipated, conscious, independent and
not alienated.
For Mello (2000), school education
is a public policy addressed to the
constitution of citizenship. Therefore, the
teacher has to evaluate himself daily and
know if his methodology is reaching the
objectives proposed for that student.
The data presented here are the
results of stages of evaluation of practices
that are extension actions developed during
an extension project, in the year 2014, and
renewed in the 2015 and 2016.
Specifically, at the time of
organizing the pedagogical work, the
classrooms of the school teachers, so that
they could participate in continuing
education. Our inquiries, which this essay,
consisted in understanding how the
academic articulated the learning acquired
in the educational institution and the
intervention actions carried out in the rural
schools and how the intervention actions
contributed to the learning of teaching.
In this sense, the objective of this
research stage on the results obtained with
said extension project was to understand
how the learning of the teaching of the
academics occurs from the actions
developed in the project of the extension
entitled 'Continuing education of teachers
for the countryside: school curriculum and
strengthening of rural identity', which
worked with schools located in the
countryside.
Methodological procedures
In order to conduct the work, we
chose qualitative research as a
methodological approach, because it is
"concerned with aspects of reality that can
not be quantified, focusing on
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
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understanding and explaining the dynamics
of social relations". (Gerhardt & Silveira,
2009, p. 24).
Martins (2008) defines the
qualitative approach as that which works
with the meanings, beliefs, values and
attitudes of the investigated subjects,
which are not quantified or quantified by
quantity, analyzed, interpreted and
discussed, "so as to make it possible to
establish relationships between the subjects
and the object of the research". (Martins,
2008).
We also turn to the case study,
which, according to Yin (2010), is a
technique whereby the researcher can
examine contemporary events, but without
manipulating the relevant behaviors. As a
unit of analysis, we established the
educational actions of the extension project
that contributed to enhance the learning of
the teaching of academics in the formation
of a Degree in Pedagogy. The instrument
used for the data acquisition was the
semistructured interview, organized from
guiding topics, with guiding questions to
deepen the study of the researched subject.
The subjects of the research were 11
students in initial formation, who were
studying between the 2nd and 7th periods,
and the coordinator of the Degree in
Pedagogy. The analysis of the narratives
from the interviews was arranged in three
phases: that of the pre-analysis, which
consisted in the operationalization and
systematization of the initial ideas,
considering the choice of the documents
that fulfilled the completeness and
pertinence rule; the exploitation of the
material, which consisted in coding and
categorizing the data. Coding is the process
by which raw data are systematically
transformed and aggregated into units,
which enable an accurate description of the
characteristics of the Bardin (2011)
content; and categorization consists of
classifying the constituent elements of a set
of differentiation and then regrouping
them, using criteria previously defined and
organized according to the research
objectives, which become the axes of
analysis Bardin (2011); and the third
phase, which involves the treatment of
results, inference, and interpretation.
Analysis and discussion of results
In this section, the data analysis and
the discussion of the results are presented.
To facilitate comprehension, the narratives
of the research subjects were analyzed
based on the following categories:
'teaching learning', 'pedagogical practice'
and 'teaching praxis'. For each category,
the indicators derived from the interview
script elaborated and applied to the
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
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students about the training process, in the
classes, in the schools participating in the
extension project were exposed.
Extensive activities were developed
in pre-school, pre-primary and primary
school classes (multi-grade class), and in
the 3rd and 4th initial years. To prepare
them, the academics contacted the school
teachers one week prior to the project
trainings and received the contents to be
taught in class. The eight-day period was
essential to prepare the lessons, since the
activities always involved playful aspects
such as storytelling and theater, and it was
necessary to select and organize the
material. In addition to the orientation to
plan the classes, during the meetings of the
extension project group (see Figure 1),
academics conducted their activities
individually, in order to contextualize the
contents in peasant reality (See Figure 2).
Figure 1 - Group meeting to prepare extension activities.
Source: Research data - 2016.
Figure 2 - Academic in the classroom during teacher training.
Source: Research data - 2016.
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
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Figure 3 - Learning sharing.
Source: Research data - 2016.
Figure 3 shows the teachers of the
Early Childhood Education of one of the
schools contemplated in the extension
action participating in a formation. It is a
moment of sharing of learning, in which
the children observed the work done by
their teachers, together with the specialist
in the area, collaborator of the project.
Teaching apprenticeship
For the category 'teaching learning',
we defined as descriptor the record of the
academic narratives about how the
scientific and pedagogical content was
being transposed for the teaching activity
in the school. This relationship between
learning and teaching, between teaching
and learning, or learning and teaching was
established on the basis of what Isaías
(2006) calls the process of appropriation in
its interpersonal and intrapersonal
dimension.
... the impulse that directs it,
represented by feelings that indicate
its general purpose; the establishment
of specific objectives, based on the
understanding of the educational act
and, finally, the necessary conditions
for the accomplishment of the
objectives outlined, involving the
personal and professional trajectory
of the teachers, as well as the course
traversed by their institutions (p. 34) .
Thus, investigating how the students
were relating the learning acquired in the
educational institution and its
materialization in the activities developed
in the project would be fundamental to
understand how the course of the
professional formation, guided by the
pedagogical project of the course, was
leading to the appropriation of pedagogical
autonomy in the educational action . So,
look at some of the answers from the
academics when asked what their initial
impressions were when they learned that
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
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they would develop classroom activities as
one of the actions of the extension project:
Scare, fear all together (Academician
of the 5th period, excerpt extracted
from the interview held in June
2016). It gives a little fear because
it's an environment that you've
never been before, I've never been
so you're a little apprehensive we
get insecure, but from the moment
you walk in there ... you see that
it's not a bug of seven heads ...
that if you have security in what
you are doing will work out is a
good experience (Academic of the
4th period, excerpt extracted from
the interview conducted in June
2016).
I was not too scared because I
already worked in the classroom, it
just does not compare because I
worked with a teenager and I went to
Sitio A, it was the first time I went to
teach in the group they were children
and so I did not have any fear, I did
not have any yearning but we only
plan to anticipate our knowledge
without having been there, it was my
case that I planned theatrical games
for Site A and reused it for Site B. In
Room A, there was acceptance, the
boys participated, they understood
the meaning of the theatrical game
and they represented with the body in
Site B they did not understand that
way, they thought it was right there
just to play and the theatrical game
no matter what the name of the game
does not come with that sense, so it
means my first impression when I
knew I was going to the classroom
was this, I was not afraid not, on the
contrary any activity that has to go to
the classroom I go because I want to
learn I always re believe that I can
improve something more, mistakes
that I committed I intend not to
commit any more (Academic of the
7th period, excerpt extracted from the
interview conducted in June 2016).
The first time I was very
apprehensive, just as we had gone, I
did the teaching and I had already
participated in the stage I was already
a little more relieved, but when I said
so early childhood education and I
had not stayed with early childhood,
so I was very apprehensive and for
me it was not even the worst
experience, but an experience that
left me, that I saw that I really needed
to improve (Academic of the 3rd
period, excerpt extracted from the
interview conducted in June 2016).
According to the narratives, even
those that are already in the 7th period felt
insecure. This is due to the way they
understand teaching. They know that it is
necessary to consider the subjects to whom
the activities were directed - the students -
as well as the peasant context in which
they were inserted. We also highlight the
difficulties encountered at the beginning of
the project activities and how they were
minimized throughout the action. The fact
of knowing the place, the students, the
teachers and the other employees allowed
that this initial insecurity was being
minimized, since they began to plan from
their perceptions and the knowledge of the
reality. It can be said that the teaching
profession is a social practice, because it is
possible to intervene in reality, and the
extension projects allow this type of action
and that the extensionists have direct
contact with the school floor, with the
reality of the current locality.
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The study indicated that, at the
beginning, most extensionists were afraid
of what to teach and what to plan for those
students, so that they could integrate, yet
they showed a longing for contact with the
school. The approach to the schools
enabled them to take concrete actions,
through which they could put into practice
the contents learned in theory within the
Academy. Pimenta asserts that "the
subjects perform their actions in the
institutions in which they are, being
determined by them and determining
them". (2012, p. 42) and that if the
intention is to change institutions with the
contribution of theories, if we understand
the connection between subjects and
institutions, action and practice.
Another question raised was about
the relation of the contents studied in the
institution of professional training with the
activities of preparation of the classes for
the schools of the project field. On this
topic, the interviewees narrated:
The academic part helped me
because I already had a base of how
to do a planning so the little that I
learned from the academic part I
already managed to do a planning
and with the directions of the teacher
I still improved. Because, let's say, I
did not have a theoretical basis for
planning for a didactic sequence, so I
felt difficulty so I had to resort to
another orientation from outside,
from another teacher, but the
contributions were thus quite
effective or effective (Academic of
the 6th period, excerpt extracted from
the interview conducted in June
2016).
It was very useful because we have
already seen, of course the
Portuguese and mathematics did not
contribute ... but the question of
research and practices aimed at early
childhood education, for elementary
education what was worked with the
teacher was very productive for
people because they brought this
reality of context, content to the
classroom for us to work this and
from this more or less we already
know how to take as a certain content
work ... was based (Academic of the
7th period, excerpt extracted from the
interview conducted in June 2016).
Respondents also reported that, as
they were close to completing the course,
some content had already been given, and
this helped in planning the activities that
would be implemented at the school.
However, they regretted the lack of more
specific content because, despite
requesting the help of other professionals
and succeeding in the action, those
shortcomings were not fulfilled.
Regarding the statement of the
Academic of the 7th period that "teaching
as Portuguese and mathematics did not
contribute ...", the results of the research
organized by Almeida e Lima (2012)
corroborate with the excerpt from the
narrative, since they found that:
the training offered in the Pedagogy
Course relegates mathematical
training to the second level, being
totally insufficient to meet the needs
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
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of initial training. Research informs
us that the organizers of the
curriculum of the Pedagogy course
urgently need to rethink how the
dynamics of work regarding the
mathematical formation of their
students have been going on
throughout the course (p. 451).
The concern with the lags in teacher
training courses in relation to the
'Methodology of Portuguese Language
Teaching' component is also constant
among the authors of the area, since one
can not think of teacher training for the
initial years of Basic Education without
understanding the language as a "political
instrument of fundamental importance in
the fight against social inequalities that
prevail in our society and which are very
well protected through school, by the
absolute valorization of the cultured norm
to the detriment of the popular dialect".
(Sena, 1995, p. 87).
The extension project was developed
in schools of peasant communities that
presented pedagogical proposals elaborated
by the Municipal Education Department
team, based on urban-centric training
perspectives, without observing the local
needs and contextualizing the curriculum,
which would be necessary to rework and
strengthen the identities of those subjects.
Therefore, the lack of content or curricular
components that contribute to enhance the
learning of the teaching of the academic in
the areas considered essential, within the
training institution, compromises their
professional performance, as reported by
the interviewees. However, the extension
project provided a reflection on other times
of learning, as it encouraged the
participants to seek other teachers in other
spaces and in other times, with new times
in teaching-learning: "So I had to resort to
one more guidance from outside, from
another teacher". (Academic from the 6th
period, excerpt extracted from the
interview conducted in June 2016).
Pedagogical practice
The descriptor used for the
'pedagogical practice' category was the
“analysis of the pedagogical interventions
carried out by the trainees from the
intentions, the expectations, the
expectations and the evaluation of the
results of the action as a teacher”. (Zabala,
1998, p. 17).
In the interview, the academic said:
The question of practice, because, as
we see a theoretical model and a
different practice because when we
go on the project I see a different
practice because when we go to the
stage is different, in the project is
more spontaneous from the project
because this is an action already of
the toy library that I am taking linked
to the project, so this action I already
have a theoretical basis of a course
that I have also learned here
(Academic of the 6th period, excerpt
extracted from the interview held in
June 2016 ).
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I'm certainly getting experience of
how to plan a lesson, experience
working in the classroom, in the
coexistence with the students
(Academic of the 3rd period, excerpt
extracted from the interview held in
June 2016).
For those interviewed who
participated in the project, developing
these activities was important for their
formation, because they had contact with
education classes in the field and were able
to perceive the reality of education in the
present day. Thus, these activities
contributed to the formation process in
which they found themselves.
We perceive that the students of the
Initial Formation Course are able to
analyze and understand the relationships
between the theories studied in the course
and the practices to be developed in the
classroom, with emphasis on areas that
deepen these themes, as well as knowing
and being able to reflect on them, knowing
the specificities existing in the context of
the field.
One of the goals of any good
professional is to be more and more
competent in his or her craft.
Generally this professional
improvement is achieved through
knowledge and experience: the
knowledge of the variables that
intervene in practice and the
experience to master them. (Zabala,
1998, p.13).
The pedagogical practice, according
to the interviewees, is being built in the
interaction, that is, in the formative
experiences in the school, in the family, in
the conviviality with the teacher in basic
education, in the relationships they
established with classmates, , with teachers
themselves, who are strong influencers in
this professional process. This issue is
focused on temporality, in which they
organized and memorized outstanding
educational experiences that contributed to
forming the professional "I" and the
academic formation itself. In this process
of initial formation, this constitution also
occurs, and the qualification is a moment
of search for consolidation of identity.
The action of planning also
contributes to this formation, since these
scholars dedicate a period of time to
organize their pedagogical practice. As
they said, this happens weekly with the
team of the group, and they come together
to discuss the actions that will be
developed with the exchange of
experiences. In this way, planning involves
the process of reflecting and deciding on
the structure, organization, functioning and
pedagogical proposals. According to
Libânio (1994, p. 221), "planning is a
process of rationalization, organization and
coordination of teaching activity,
articulating the activity and the
problematic of the social context."
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When planning or designing
something, it is assumed that it is done and
that teachers contribute to communication,
aiming at curricular integration and not
squandering the opportunities that appear
in the midst of what was not planned to
enrich their classroom performance class.
According to Vasconcellos,
if we really want to achieve it, we
have to make the most of space-time
in the classroom. Good planning
certainly has repercussions in the
discipline, since the needs of the
students are being taken into account
and the teacher is more convinced of
what he is proposing (1995, p. 35).
Entering the concept of planning and
considering its importance for the
pedagogical doing, Libaneo says:
The action of planning, therefore, is
not reduced to the simple filling out
of forms for administrative control,
but rather the conscious activity of
predicting political-pedagogical
actions, and having as permanent
reference to concrete didactic
situations (that is, the social
problematic , economic, political and
cultural) that involves the school, the
teachers, the students, the parents and
the community, that integrate the
teaching process (1994, p. 222).
The author makes clear that it is
necessary to integrate all those who are
part of the school in this process, so this
dialogue between academics and
classroom teachers is as important, as well
as the management itself, to articulate the
activities that were developed.
Planning requires the teacher's
commitment. The mere fact of filling out
forms, with the programmed contents,
methodologies, or ways of evaluating, is
not a transforming action, but only
bureaucratic questions.
Teaching praxis
In the category 'teaching praxis', we
use as descriptor the theoretical model
chosen and the educational context in
which the activities were developed. The
survey of the data from the narratives of
the research subjects allowed us to
understand how these scholars still in
formation are mobilized for teaching
learning. In order to understand this
category, we asked them to report the
activities planned and developed in the
classroom during the project, which helped
them to become "teaching beings". About
this, some stories follow:
In the 3rd and 4th year classes, the
activities developed were:
One of the activities was developed
in two different schools. The same
lesson plan was used with the same
objectives and the same methodology
to be worked in the different classes,
with this it was possible to realize
that with the same activity, the same
objectives are not achieved and
achieves the same results in different
classes, since the subjects are
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different and the activities should be
planned according to the context of
each class specifically. The activity
involved the theme theater
(Academic of the 7th period, excerpt
extracted from the interview
conducted in June 2016).
To dramatize is not only an
individual need, in symbolic interaction
with reality, and which provides conditions
for personal growth, but also a collective
activity in which individual expression is
welcomed. By participating in theatrical
activities, the individual has the
opportunity to develop in a particular
social group, in a responsible way,
legitimizes their rights, establishes
relationships between the individual and
the collective, learns to listen, receives and
orders opinions and respects the different
manifestations, in order to organize the
expression of a group.
This activity was called 'Theatrical
play in education', and its objective was to
improve aspects such as attention,
autonomy, respect for the other, creation,
imagination and other things, activities
developed in classes of 3 and 4 years of
elementary school. The trainee academics
said that in one school, "the students were
delighted with the techniques of the games
and participated with a lot of will." But at
the other school, the same students said:
The children felt that the activity was
not relevant to them, because they
considered it important only what
one writes and so the activity ended
much sooner than they imagined. The
children became very agitated and
could not concentrate to do the
production.v (Academic of the 3rd
period, excerpt extracted from the
interview held in June 2016).
Applying these activities, the project
participants had the opportunity to
understand that the subjects of different
schools experience different realities,
which is why the way they accept the
activities varies from class to class.
Realizing this, as academic in formation, is
important to understand that it is necessary
to relate the reality of the classes with the
planning of the classes that will be taught.
Another activity reported was the use
of mathematical games. For the 3rd grade
class from one of the schools participating
in the survey, academics used bingo in the
classroom. They separated the 3rd grade
class into five groups so that there was an
interaction among the students. However,
part of the class refused to participate in
the activity, and the academics, project
extensionists, had to think of a
methodology that would awaken in all
students the interest in building their
mathematical knowledge.
Through games, children not only
experience situations that repeat
themselves, but learn to deal with
symbols and to think by analogy
(symbolic games): the meanings of
things are imagined by them. By
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creating these analogies, they become
producers of languages, creators of
conventions, enabling themselves to
submit to rules and give
explanations. (Brazil, 1996, p. 35).
The academic of the 6th period
highlighted the development of an
organized interdisciplinary activity for the
curricular components 'Portuguese
Language' and 'Teaching of Sciences'.
Words with 'z' and 's' sound were chosen at
the same time to work with edible
vegetables. This activity was applied so
that the students understood the meaning
of the theme worked for their lives and to
show the importance of working with
interdisciplinarity, to move away from the
modular education so criticized by Paulo
Freire. It is important to emphasize these
concerns of the students in relation to the
activities, because it is through these
observations that one realizes that, in
practice, the theory can have positive
results.
Before planning activities, the
teacher should inform learners that it is up
to them to do so, so it is essential to have
them as a basis for planning. It is also
important to emphasize that any and all
teacher training should be thought and
worked according to the reality of schools
and their students.
Students (children, young people or
adults) need to be at the center of the
discussions about school
transformation: it is for them and
them that the school should be
thought of. It is the commitment to
your training that should guide our
debate. And the learners need to learn
now and not wait for the solution of
the problems of the school, the
educators or the pedagogical
discussions made very far from them:
their time does not return: they and
they have the right to learn now, they
have the right to a good education
already and this should be our
concern whenever we discuss the
implementation of new practices.
(Caldart, 2010, p. 69).
That is why it is important to think so
much about the training of teachers who
are currently in the classroom as on those
who are graduating. It is also necessary to
plan for the learner and remember that the
results of education are mirrored by the
children who are going to school to
exchange knowledge with the education
professionals who are prepared to receive
them.
Teacher training should be designed
not only to emancipate students, but also
teachers who are in schools and who need
to be aware that they can not be left behind
and that they must constantly update
themselves to receive new classes,
therefore, new subjects. This requires that
their practices fit this new context, so that
education continues to emancipate the
subjects, whether they are from the field or
not.
We here see the practice and there
the theory then we see that one
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
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interconnects the other, we see that
when you have a theoretical base,
you can improve the practice, if you
take practice only you may just leave
the practice for practice the project
helps to make this relationship if it
was not for the project I would be
lost because after the project I
identified more with the course, I was
very lost before the project and after I
took this action of the toy library
linked to the project got better for me
precisely because I had the
opportunity to meet in the course. I
used to think that a lot of things did
not make sense and today I already
have another look, another vision in
relation to that. The project helped
me a lot and I can take this action
through the extension for me it was
much better to associate the theory
with practice, it was much easier for
me (Academic of the 6th period,
excerpt extracted from the interview
conducted in June 2016).
We sometimes make a criticism
because as you know there is class
that is too boring, here is the theory,
theory and theory more when you get
there you see that it is very, very
important, so much is that is what I
am saying for you, literacy
fundamentals we saw inside the
academy, theory, and when there in
practice and in reality I based almost
all my classes (Academic of the 8th
period, excerpt extracted from the
interview conducted in June 2016).
In the course of their training and in
the exercise of their profession, teachers
develop specific knowledge based on their
daily practice and their own knowledge of
their environment. These experiential or
practical knowledge, according to Tardif,
"are incorporated into individual and
collective experience in the form of habitus
and skills, know-how and know-how"
(2002, p. 39). What characterizes the
practical or experiential knowledge, in
general, is the fact that they originate in the
daily practice of the profession and are
validated by it (Tardif, 2002). Therefore, it
is knowledge that does not come from
training institutions or curricula, but from
contact with the students, and that is
precisely what the interviewees pointed out
in their narratives - that the contact with
the students and the classroom changes the
form itself of thinking about their
formation - and the dichotomous
relationship between theory and practice is
shaped.
Thus, to develop activities that put
the academic in contact with the
professionals who work in the school,
which enables an experience in the practice
and reality of their locality. Tardif warns
that, "in the daily exercise of their
function, the conditions
ii
appear to be
related to concrete situations that are not
possible for finished definitions and which
require improvisation and personal
abilities". (Tardif, 2002, p. 49). Only in
practice will you be able to develop such
skills to deal with the most diverse
situations that involve the classroom.
These actions, which are promoted
not only by internships, which are
mandatory, but also by extension projects,
such as the one analyzed, enable the
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academic to establish contact with the
current educational context. The proximity
relationship between these two formative
institutions contributes to the
understanding of how the theories that the
university puts into practice materialize
and for the acting teacher to reflect on their
formation and their action and to perceive
themselves as subjects in constant
formation and that it needs additional
information to improve the quality of its
pedagogical practice in the classroom. So
when we asked the course coordinator
about his impressions of these research,
teaching, and extension projects and his
contributions to initial training, he put it
this way:
What I realize: students who get
involved in projects of certain
teachers, they leave yes, with another
formation, for example, a program
that has made a great difference in
our campus, for example, is the
PIBID, the students that participate
of PIBID
iii
, they are prepared to act,
because they have another type of
accompaniment and students who
participate in specific projects of
teachers who are linked to the school
or to other laboratories, as of the
course itself the toy library that is not
a school, but has a service to
children, has a systematic work, and
this is clear even in our classes, when
we pick up classes that have students
who participate in these projects, the
level of the class is different, the
level of discussion, the level of work,
has a differential (Academic of the
5th period, excerpt extracted from the
interview conducted in August 2016).
In the coordinator's speech, he
demonstrates that he can see the difference
between the students involved in projects
and the statement that they are fit to act in
the profession. This differential
materializes in the actions that are
developed in the classroom, in the
discussions and in the works. Thus,
scholars, through this link with teaching,
research and extension projects, stand out
for approaching the field in which they act,
for being able to practice what they learn
in the course, to recognize themselves as
teachers and to build their professional
identity.
Considerations
Teacher training courses should
stimulate subjects to think about
organizing their own training during the
course. Thus, the professionals will be
ready to act in the classroom. However,
this requires a change in education that, in
many areas, is decontextualized from the
reality of schools and, therefore, has no
meaning for students. Both upper-level and
lower-level courses should motivate
teachers to upgrade, aware that teaching is
not a profession whose professionals are
already ready for the job market and will
no longer need to upgrade. This is a
capitalist thought, which surrounds many
people and professionals.
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
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In the training of professionals, it
must always be emphasized that the
construction of knowledge is an ongoing
process, that we are always learning and
that there is a lot to learn, so it is important
a continuous training that proposes the
frequent updating of the teachers, based on
a contextualized teaching, which associates
the learner's knowledge with the
epistemological knowledge offered by the
schools.
It is also important to analyze the
contributions not only of the Pedagogy
Course for these undergraduates, but also
of the university extension, which helped
them to surpass the walls of the university
before they were formed.
The initial training course is the
space for academics to become educators
and build their professional identity. For
them, the knowledge acquired through the
theoretical references and the discussions
about their own practices and the
reflections provided during the formation
re-signified the relation between theory
and practice. Another point that was very
evident was that, although the majority did
not have contact with methodologies
directed to the education of the field,
through other means, they constituted their
teaching practice. According to Nóvoa
(1991, p. 11), "being in formation implies a
personal investment, a free and creative
work on the paths and the own projects,
with a view to the construction of an
identity, which is also a professional
identity."
Thus, the study showed that the
teaching of the academic occurs through
the relationship of the students with the
space in which they will act and that only
after they start the professional activity,
they are able to relate the contents studied
to this reality. This is a way of bringing the
community closer to the school, so that
they can participate actively in the
formation of the subjects. This goes
beyond the stage itself, with extension
projects.
We emphasize that the development
of the actions of the project was marked by
advances and setbacks, limits and
possibilities. The advances referred mainly
to the connection between characterized
activities, such as teaching, for example,
carried out in conjunction with extension
activities; actions aimed at the initial
formation of teachers, with characteristics
associated to the obligatory curricular
stage, developed in rural schools and
articulating with research proposals. Thus,
achieving interconnection and meeting the
specificities of each action was a great
challenge.
We can highlight what initially was
considered by the academics as a
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regression by the teachers of the children's
education of the partner schools, that is, the
resistance to accept the minister of
activities that showed the playfulness in
the classes, because, for these teachers, the
did not contribute to the acquisition of
knowledge. This behavior was noticed in
all schools at the time intended to share the
planned activities. However, after the
explanations and justifications about the
methodological choice, the procedures
were performed without obstacles.
The difficulties of planning and
performing contextualized classes were
observed in the initial years of elementary
school. Each year, during the first weeks of
activities, incumbent teachers used to
question the actions taken in the classroom
by academics. The main challenge was to
relate the contents of the didactic book
used to the local context, using
methodologies oriented based on critical
theoretical perspectives, which evidenced
the emancipatory construction of the
student. This fact motivated the academics
to interact with teachers and students of
other undergraduate courses of the campus,
specifically the Bachelor of Agroecology
and the Degree in Agricultural Sciences, in
order to plan their classes properly. When
this action was evaluated at the end of the
project execution, it was considered by all
as salutary, since it made possible an
interdisciplinary study of the school
contents.
In evaluating the activities at the end
of the school years, together with the
school community, internal and external
factors were listed as limits: the internal
level was the amount of academic needed
to achieve the activities, since the project
was developed concomitantly in three
peasant schools, and as we predicted our
participation every fortnight, in each
school, the work overload was a negative
point considered by the students; as for the
external ones, were: the infrastructure
conditions of the partner institutions and of
the university itself, because we have had
transportation difficulties several times for
the transfer from university to the rural
school; the municipal school calendar,
because the specificities of the productive
cycles of the farmers were not observed
and activities were marked during
harvesting and planting periods, which
disrupted the participation of the
community in the actions of the school; the
turnover of the teachers of the rural
schools, since their stocking depended on
political interests and, at the beginning of
each school year, we needed to provide a
period to raise awareness of the proposal,
since most of the interlocutors were
already others; the aversion of some
crowded teachers in rural schools to
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change their planning, their action, more
precisely, their conceptions about school,
students, teachers, knowledge and
education. It is true that thinking about
new ways of teaching and learning is
possible, but we need to open ourselves to
these experiences.
It should be noted, however, that the
limits and difficulties were far less than the
benefits for the training of academics, for
the peasant school and for the university
itself. It should be noted that all the
objectives of the research have been
achieved and that, with this experience,
new proposals should stimulate research
aimed at finding new ways of thinking
about teacher education.
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--------------------
Notes
i
- Temporality is an intrinsic structure of
consciousness: it is coercive. A sequence of life
experiences can not be reversed. (Tardif, 2004, p.
69).
ii
. These constraints are not abstract problems such
as those encountered by the scientist or technicians,
such as those encountered by technicians and
technologists. The scientist and the technician work
from models, and their conditioning results from
the application or elaboration of these models. With
the teacher he is different (Tardif, 2004, p. 49),
because his involvement goes beyond the classroom
and cites the Program of Scientific Initiation
(PIBID), which, according to the Ministry of
Education, offers scholarships for teaching students
to courses that are dedicated to the internship in
public schools and that, when graduates, commit
themselves to the exercise of the Magisterium in the
public network. The goal is to anticipate the link
between future masters and public network
classrooms. With this initiative, PIBID articulates
higher education (through degrees), the school and
state and municipal systems. In this sense, we
highlight the work of conclusion of two academic
courses iii on the PIBID program developed on
campus by UFPB professors. The first one analyzed
the contributions of the Supervised Internship and
the PIBID for the initial training of teachers of the
UFPB; and the second, the actions developed by
this project to improve Basic Education. Relevant
works for the course were highlighted because they
emphasized the importance of the program for the
professional formation of students, with a view to
more effective follow-up of activities, with a
broader reflection on the actions, and established a
relation between theory and practice views training.
iii
. About the PIBID program developed on campus
by UFPB professors. The first one analyzed the
contributions of the Supervised Internship and the
PIBID for the initial training of teachers of the
UFPB; and the second, the actions developed by
this project to improve Basic Education. Relevant
works for the course were highlighted because they
emphasized the importance of the program for the
professional formation of students, with a view to
more effective follow-up of activities, with a
broader reflection on the actions, and established a
relation between theory and practice views training.
Article Information
Received on August 01st, 2018
Accepted on September 06th, 2018
Published on December 07th, 2018
Author Contributions: Ana Cláudia da Silva Rodrigues:
writing of the research, preparation of the manuscript,
critical reading and revision of the manuscript. Rayane
Pereira Santos: interviews, transcriptions and data
analysis. Adriege Matias Rodrigues: bibliographical review,
inclusion of the article in the norms of the journal.
Conflict of Interest: None reported.
Orcid
Ana Cláudia da Silva Rodrigues
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
Tocantinópolis
v. 3
n. 3
p. 1037-1063
sep./dec.
2018
ISSN: 2525-4863
1062
http://orcid.org/0000-0001-6621-1861
Rayane Pereira Santos
http://orcid.org/0000-0003-2835-6722
Adriege Matias Rodrigues
http://orcid.org/0000-0002-1617-5580
How to cite this article
APA
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M.
(2018). The learning of academic teaching in initial
training: new temporalities. Rev. Bras. Educ. Camp., 3(3),
1037-1063. DOI: http://dx.doi.org/10.20873/uft.2525-
4863.2018v3n2p1037
ABNT
RODRIGUES, A. C. S.; SANTOS, R. P.; RODRIGUES, A.
M. The learning of academic teaching in initial training:
new temporalities. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 3, n. 3, sep./dec., p. 1037-1063, 2018.
DOI: http://dx.doi.org/10.20873/uft.2525-
4863.2018v3n2p1037
Rodrigues, A. C. S., Santos, R. P., & Rodrigues, A. M. (2018). The learning of academic teaching in initial training: new
temporalities…
Tocantinópolis
v. 3
n. 3
p. 1037-1063
sep./dec.
2018
ISSN: 2525-4863
1063