Modos de ver formação e a prática de professores do 1º ano do ensino fundamental na pandemia

Abstract

This paper presents the question: What views do 1st year elementary school teachers have on training and their pedagogical practice? The objective is to understand how teachers in the 1st year of Elementary School see the relationship between initial training and pedagogical practice, especially at this time of pandemic. Among the specific objectives, we have: Know the authors and legal frameworks that guide the training of teachers and pedagogical practices; register my initial moment of teacher training in practice; and realize how teachers see training in relation to teaching practice. The interest in studying teacher training and pedagogical practice was awakened by discussions in the disciplines of the Pedagogy Course at the State University of Amazonas – UEA, for the experiences in the curricular internship and in the Teaching Initiation Program – PIBID. The methodology favored the qualitative approach, in the bias of descriptive research regarding the phenomenon of teacher education and its relationship with pedagogical practice. At first, we carried out an exploratory research of the landmarks (Constitution 1988 and LDB) and authors such as Freire (1996), Kramer and Souza (2003), Nóvoa (1999, 2009, 2011) and Pepper (1995, 2012) to understand the theme. The second moment was marked by my narrative of teacher training and by a collection of information through an online questionnaire carried out with teachers from the 1st of Elementary School of a School in the Public Teaching network where I took the curricular internship. As a result of the research, we highlight the process of identifying the subject, going from student to teacher, and the concern of educators in their practices in order to encourage the child's protagonism. Thus, we understand from this study that the initial training, added to previous experiences and looking at everyday school life, in addition to basing them on their performance, influences their pedagogical practices.