Aprendizagem docente na formação inicial de acadêmicas do Curso de Pedagogia

Abstract

This study is linked to the research project Learning of teaching: training processes of students and Higher Education educators . It aimed to understand the process of learning of teaching with undergraduate students in initial training. We used theoretical and methodological assumptions from the studies of Connelly and Clandinin; Imbernon; Libâneo and Pimenta; Pimenta; and Novoa, which collaborated with the construction and analysis of the research findings. The methodology adopted was qualitative, considering sociocultural narrative features from the narratives of undergraduates in initial training. The analysis category produced was the learning of teaching, which was consisted of four guiding dimensions: the awareness, the incompleteness, the relation between theory and practice, and the study activity. These dimensions allowed us the comprehension of significant recurrences in the formative path, which are involved in the undergraduates learning of teaching. Thus, we acknowledge the complexity of learning of teaching and that the learning in initial training is built through the awareness, the incompleteness, the search for the relation between theory and practice and the study activity, which are dimensions that characterize this process.