DISPOSITIVOS FORMATIVOS NAS LICENCIATURAS:
ANÁLISE DE EXPERIÊNCIAS BRASILEIRAS À LUZ DA LITERATURA FRANCÓFONA
Keywords:
Teacher education, Francophone literature, Intriguing pedagogical experiences, Formative approaches.Abstract
From a theoretical point of view, there is a lot of debate on teachers' initial training, even though what happens inside the Brazilian schools of education remains virtually unknown. Based on unpublished results from previous research, here expanded and deepened, this article's objectives are twofold. First, to present and discuss pedagogical initiatives aimed at teachers' professional initial formation in French-speaking countries, a prominent reference group in Brazil. Secondly, but equally important, to verify how - and with what configurations - aspects related to this literature appear in this country. To this end, we analyzed the winning experiences of Professor Rubens Murillo Marques Prize (PPRMM), which attempts to value the future teachers' educators and disseminate their experiences, given their contribution to the teaching-learning process. The results indicate that, despite macro-obstacles, specific pedagogical initiatives manage to promote the unity between theory and practice by favoring the student's approximation with the primary and secondary schools in other moments rather than the internship. With this, future teachers learn how to use the theoretical approaches known in the universities in the actual school context, reflecting, analyzing, and questioning what they do in light of the expected results and those obtained.
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