Contribuições das práticas profissionais para a formação docente dos licenciandos do IFPI – Campus Teresina Central

Abstract

Professional practices constitute a field of knowledge for teacher training, being necessary for the construction of the teacher, since its focus is characterized in articulating scientific and pedagogical knowledge, reality and theoretical activity, overcoming the separation theory and practice, and a reflective and critical perspective on practice at work. In this sense the present work, qualitative approach made data analysis using the technique of content analysis of Bardin (2016), from the significant units taken from the reports and allocated in four categories. The objective of this study was to analyze the contributions of professional in the teacher training of the IFPI graduates, Campus Teresina Central – CTC. The study of the research was carried out with the analysis of the reflexives produced by the trainees of the degree courses in Biological Sciences, Physics, Chemistry and Mathematics, in the subjects Professional Practice III (classroom management regency in the final years of Elementary School) and Professional Practice IV (high school regency stage) in the years 2016 and 2017. In all, 16 reports were randomly selected for analysis, four reports per degree. As results, we verified that the insertion of the trainee in the school reality, strengthens the dialogue between theory and practice, if the teaching profession is known in the locus of future action, promotes knowledge building, as well as, a didactic is developed from the pedagogical practice.