Marcas da cultura profissional na formação de professores: análise no contexto de um curso de pedagogia

Abstract

This article focuses on research with eight graduates from a Pedagogy course about their vision on the marks of professional culture in teacher education. The scope of the work is to analyze the elements and / or contexts of the course that favor the approximation between students and the profession. The theoretical framework is based on Shulman (2005), regarding the three dimensions of professional pedagogical marks: to think, to perform and to act with integrity; in dialogue with Gatti et al (2016) and its references for teacher education: professional knowledge, professional practice and professional engagement. Methodologically, the CPP of the course was analyzed and eight new graduates were interviewed. The analysis considered: i- the strength / weakness of the disciplines; ii- the coexistence with teacher trainers and their practices; iii- the place that the teaching practices occupy. The findings suggest that the course favors the dimensions of the knowledge and of the teaching performance, only tangentiating the dimension of acting with integrity.