Abstract
Resumo: Este artigo discute o êthos docente de professores formadores referenciais de prática, buscando analisar as influências na sua constituição profissional e os saberes explícitos e/ou tácitos presentes e mobilizados em sua docência. Com base em Shulman, Gauthier, Tardif, e Polanyi, foram realizadas entrevistas e observação de aulas de três professores indicados como referenciais pelos seus alunos, no contexto de um curso de Pedagogia de uma universidade pública. Os dados revelam convergências entre as práticas dos investigados e gravitam em torno de uma didática de prerrogativas intelectivas, morais, afetivas e comportamentais.
Highlights
What is the situation of initial teacher training in undergraduate licensure programs in Brazil today? What training is offered to the future teachers by universities? These are questions proposed by Gatti (2013) in an article that reports on and discusses recent research about initial teacher training at higher education level in the country
Each interview script had its specific axis with a variable number of questions. This new stage was conducted with the general goal of understanding how the teaching ethos of the reference professors investigated is configured, and, : a) analyzing influences on the professional constitution of the reference teacher trainer investigated; b) mapping the emphases of explicit and/or tacit teaching knowledge present in the teaching ethos of the investigated reference teacher trainer; and c) analyzing the explicit and/or tacit knowledge mobilized in the teaching practice of reference teacher trainers
Data allowed us to infer the reference professors’ values that are connected to their pedagogical actions by means of their perceptions of themselves and their practice; of the affective-relational dimension established in view of desirable learning; and their pedagogical skillfulness, which they tacitly provide to students
Summary
It offers elements for understanding the teaching profession itself and promotes the permanent (re) construction of a theory of teaching – the domain of didactics as a field In this perspective, the present account refers to a study conducted with teacher trainers who are considered practice references by their students, in which we sought to understand how the ethos of the investigated professors is configured. Each interview script had its specific axis with a variable number of questions This new stage was conducted with the general goal of understanding how the teaching ethos of the reference professors investigated is configured, and, : a) analyzing influences on the professional constitution of the reference teacher trainer investigated; b) mapping the emphases of explicit and/or tacit teaching knowledge present in the teaching ethos of the investigated reference teacher trainer; and c) analyzing the explicit and/or tacit knowledge mobilized in the teaching practice of reference teacher trainers. We only highlighted a few accounts, which were suitable to the analyses evidenced
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