A voz dos alunos como potencial transformador da formação e prática dos professores

Apesar de esta investigação ser sobre a formação de professores, não pretende ser apenas mais uma sobre o tema. Por isso, encaro-a numa perspectiva pouco habitual: partindo do princípio de que os alunos são os melhores conhecedores do trabalho dos professores, acredito que as suas opiniões sobre o trabalho docente, em particular, e sobre a escola, em geral, poderão não só criar um ambiente mais propício para a aprendizagem mas também transformar positivamente quer o desempenho quotidiano quer a formação dos professores. A necessidade de se encontrar um novo modelo de formação emerge da constatação de que no seu dia-a-dia os professores se vêem confrontados com o cumprimento de rotinas que os impedem de ver e escutar com atenção os alunos e de através deles reflectirem sobre o seu trabalho. Além disso, esta invisibilidade do aluno é também consequência do desprezo a que as opiniões dos alunos têm sido votadas na formação de professores, quer na inicial, quer na contínua. Tudo isto tem contribuído, muitas vezes, para o esquecimento do aluno como elemento central do trabalho dos professores, tantas vezes mais absorvidos no cumprimento de uma miríade de funções que lhes são impostas do que com a criação de condições de aprendizagem favoráveis. Defende-se, por isso, o recentrar a formação e a prática dos professores nos alunos, através do desenvolvimento de uma relação dialógica que comprometa reciprocamente docentes e discentes na procura de processos de aprendizagem mais adequados às novas exigências da sociedade hodierna. Adoptando uma metodologia etnográfica, de cariz qualitativo, e baseada num estudo de caso, a Escola Básica e Secundária do Porto Santo, desenvolvi uma investigação que me permitiu ouvir os alunos sobre as práticas docentes e deduzir daí alguns contributos para a formação de professores.

A (re)construção do PCT: uma abordagem às práticas dos professores no âmbito da gestão/flexibilização curricular. Um estudo numa turma do 1º Ciclo do Ensino Básico RAM

Num mundo marcado pela globalização e mundialização dos problemas, um mundo igualmente em busca da preservação das raízes locais e identitárias, novas exigências se impõem à escola, no sentido de esta acompanhar as mudanças ocorridas e se adaptar às novas realidades. Uma adaptação que passa por soluções cada vez mais flexíveis e diferenciadas, pressupondo ou implicando uma mudança igualmente ao nível das políticas educativas, numa sociedade também ela cada vez mais heterogénea, pelo que a resposta está na “diversificação e gestão local do currículo”, em cujo âmbito a “(re)construção do PCT” vai assumir uma importância singular. Assim, o estudo que agora apresentamos propõe-se analisar, de maneira crítica e fundamentada, as conceções e as práticas dos docentes de uma turma do 1.º Ciclo do Ensino Básico do Funchal – RAM, no campo da reorganização curricular para este nível de ensino, estabelecida pelo Decreto-Lei n.º 6/2001, procurando entender “de que forma é que eles (re)constroem o seu PCT”, enquanto ferramenta para uma gestão curricular flexível e adequada à diversidade da turma a que se destina, à sua realidade mais particular ou específica. Nesse sentido, a recolha de dados implicou uma abordagem qualitativa, consubstanciada pela análise de documentos referentes às entrevistas, aos inquéritos por questionário, aos Projetos da escola (PEE e PCE) e ao Projeto da turma dos docentes nele envolvidos (PCT), e ainda às observações levadas a cabo na mesma. Não obstante as limitações que um estudo desta natureza apresenta, os resultados apontam para a urgência de uma mudança ao nível das práticas neste âmbito. Por conseguinte, percebemos que os docentes, de um modo geral, dominam a noção de PCT e as conceções a ele inerentes, e reconhecem as vantagens da sua (re)construção, sobretudo ao nível da oferta educativa e consequente melhoria da aprendizagem dos alunos. No entanto, também percebemos que falta melhorar certos aspetos ao nível da ação, melhor dizendo, da interação e colaboração docente, para uma mudança significativa das práticas, para uma verdadeira (re)construção do PCT. De qualquer modo, ficou patente a necessidade de uma aposta na formação dos professores, de forma a promover e estimular neles uma “cultura de Projeto”, e a dotálos com as devidas competências que lhes permitam práticas colaborativas e os ajudem na (re)construção de PCT com sentido, numa escola para todos.

Práticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

Como vão se formando os professores em física e química: embates entre o ser, o ter e o fazer na formação de licenciandos da UFRN sob a perspectiva da teoria das representações sociais

The purpose of this work is to approach and understand the Social Representations (SR) (MOSCOVICI, 2003) about Physics and Chemistry from people who are major in these courses, as well as their Social Representations about teaching . We took as principle that approaching these representations it would be possible to relate their symbolic contents, in order to show how people who are following the first segments of bachelor degree courses in Physics and Chemistry become teachers, taking into account a psychosocial view. Two source of data was used during this research: Free-association Technique FA (ABRIC, 1994); and Multiple Classification Procedure (MCP) (ROAZZI, 1995). The analytical treatment of the collected data from FA was done according to the proposition of Grize, Vergés and Silem (1987 apud ABRIC, 1994, p. 66). MCP data were analyzed through MSA (Multidimensional Scalogram Analysis) and SSA (Singular Spectrum Analysis) methods associated with the Facet Theory (BILSKY, 2003). The discourses of MCP discussing groups at the moment of explanations were studied by Content Analysis as it was proposed by Bardin (1977) and Franco (2005). Indicative of an approach to the relations with knowledge (CHARLOT, 2000), the connections which aroused from the analyses showed that the group of future majors in Physics thought that this scientific field was based on a rationalist conception, influencing the idealization sense of the phenomena to be explained by Physics. Thus, Physics as school content started to require the student of the fundamental and high school to think abstractly as a cognitive skill of learning. The identifying elements observed in the relations between SR about Physics and Teaching aroused from the antagonism between future majors and their teacher, as well as from the speculation between their fundamental and high school students and themselves, mainly when they had to face the act of teaching due to the obstacles imposed by the own educational system, and by the weakness of the initial preparation. The group of future majors in Chemistry, through its discourses, showed these relations when they conceived empiricist Chemistry and said that teaching was the way of transmission of this knowledge, and didactics of Chemistry teaching was the direction to learning through pedagogic methods in order to lead the students to discoveries. The psychosocial contents which were built and showed from the symbolic relations in the studied SR achieved the relation of identity. This relation revealed identifying elements for these people, resulting from the traffic between their condition as students of Chemistry, and as teachers regarding their work, what placed the current relational contents in the teaching space, named as Knowledge changing and Adaptability . In order to study emerging questions in the discussing environment about formation and teaching professionalization, we focused the psychosocial view on this traffic and managed to observe epistemological practical and pedagogic obstacles that limited a configuration of the teaching work as a professional activity, especially from the particular conditions which led the relations of senses to Physics , Chemistry and Teaching ; and Chemistry and Physics as it was seen in this research. Generally speaking, we noted that these obstacles can denounce such obstacles concerning to the pedagogic doings which mainly impair the learning process of fundamental and high school students

A política de formação continuada de professores do ensino médio no RN: limites e possibilidades

El trabajo titulado La Política de Formación Continua de Profesores de Enseñanza Media en RN: límites y posibilidades tiene como objetivo analizar la política de formación continua de profesores de Enseñanza Media implantada en Río Grande del Norte. Parte del supuesto de que las directrices de formación continuada se articulan conforme a los organismos internacionales que desde la década de 1990 extendieron por América Latina un modelo homogéneo de formación, que tiene como principales características la de constituir un servicio a través de la modalidad a distancia y teniendo a la escuela como principal locus. En Brasil, estas características se apoyan en la Ley de Directrices y Bases de Educación Nacional nº. 9.394/96. Este trabajo es parte de un estudio que se desarrolla desde 2004 por la base de investigación Políticas y Gestión de Educación llamada Factores que influyen en la productividad de la Escuela Media: un estudio en Río Grande del Norte. El estudio en cuestión se centra en la dimensión pedagógica de la referida investigación y analiza la política de formación continua del personal docente, y considera como dimensiones de análisis la formación continua promovida en el ámbito escolar, ofrecida por la SECD/RN en el marco de la autoformación. Para la realización del estudio se hizo una búsqueda bibliográfica y documental que permitió la comprensión del objeto de estudio. La investigación empírica se realizó mediante la aplicación de cuestionarios, con preguntas abiertas y cerradas, a los maestros de Enseñanza Media de RN, y a través de entrevistas, semi-estructuradas de naturaleza complementaria, a las coordinadoras estatales de programas dirigidos a la Enseñanza Media. El análisis de los datos obtenidos muestra que no hay en SECD/RN una programación específica para la formación continua de los docentes de ese nivel educativo. Los programas implantados son de carácter nacional, de índole focalizada y no prestan atención a la mayoría de los docentes. La formación continua desarrollada en el âmbito escolar es prácticamente inexistente, y se limita a reuniones y algunos seminarios, sin mucha repercusión en la práctica docente. En cuanto a la autoformación son pocos los profesores que tratan de mejorar su práctica pedagógica con cursos de capacitación. Por lo tanto, se percibe una laguna en la formación de esos profesores y la necesidad de implementar acciones generales de formación continua que favorezcan una mayor y mejor articulación entre la formación inicial y continua, entre la teoría y la práctica, desde una perspectiva transformadora, en el sentido de superar modelos tradicionales de formación que no han tenido repercusión en la práctica docente

Círculo de ação-reflexão-ação: uma possibilidade praxiológica para a prática pedagógica da formação problematizadora de professores

Considering the dialogue as a gnosiological act and teachers as a researchers of their own practice, this thesis deals with the contribution of Paulo Freire thoughts to teacher s formation process. The study was made over an intervention carried out at a regular Pedagogy Course, however directed to teachers on duty inside a program called PROFOMAÇÃO (Special program for professional formation on Basic Education) promoted by Universidade do Estado do Rio Grande do Norte (UERN). From Freire s ideas of problematizing education, action and reflection dialectics, conscientization and from the analysis of the course itself, I support the idea that the dynamics of collective construction of knowledge- three pedagogical moments (ANGOTTI, DELIZOICOV e PERNAMBUCO) when intermediated by individual reflection, provided by written register, permits the development of three important dimensions of knowledge about pedagogical practice; observation and selfobservation; understanding the theories witch grounds the action; and theorization. By these means, initial and permanent teacher s formation could materialize its political commitment in a concrete action of collective and participative act of conscientization and transformation of the reality of pedagogical practice at school ground, developing itself as a truly circle of action and reflection

Ser professor de português: o que dizem os discursos reguladores, os alunos e os professores no contexto da formação inicial (UMINHO/Portugal e UFRN/Brasil)

The constitution of being a teacher of Portuguese occurs in a dynamic process involving various factors, such as the requirements of regulatory documents, the context of teacher formation, and the configuration of current society, per se. This study is aimed at reflecting on the initial formation of teachers of Portuguese and on official documents that face this formation, raising the following questions: (1) what does it mean to be a Portuguese teacher? (2) what is the vision of the subjects (teachers and students) involved with the formation of teaching the Portuguese Language? (3) how do these individuals deal with official documents? and (4) how do these subjects discourses relate? To understand the context of the formative processes and the knowledge inherent in them, first we take the studies of Garcia (1999) and Tardif (2002) as a theoretical framework, and to understand and interpret the utterances of the interviewees, we were grounded in the writing of Bakhtin (2003), for whom the object of the Humanities, the sciences of man, is the text, since man is, by nature, an expressive being. We situate this study in the framework of qualitative research. It is a multiple case study that focuses on two contexts: formation of teachers of Portuguese at the University of Minho, Portugal, and the Federal University of Rio Grande do Norte, Brazil. The data that make up the research corpus come from documents elaborated by the Ministries of Education of Portugal and Brazil and were adopted by the two teacher formation institutions cited, from individual interviews involving eight trainer teachers (four from each university), and from two group-interviews (one in each institution), done with students in training. Our analysis is divided into three stages: first, document analysis; second, analysis of the discourse of the teachers in both contexts studied; and, third, analysis of the speech of the students in training. It is noteworthy that our purpose in this research was not to come out with a definition like being a teacher of Portuguese is X, but we are interested, above all, in discussing the issues surrounding initial formation, seeking different points of view, and hearing voices coming from different social positions for better understanding our object of study. Our analysis reveals that the initial formation of teachers of Portuguese, both in Portugal and Brazil, occurs in a complex way, under the influence of various factors, including: (a) difficulties in having the individuals involved adapt to the demands of regulatory agencies; (b) students and teachers adequacy to the organizational model of the post-secondary institution; (c) teachers difficulties to deal with the learning problems of students who have limited schooling basis and come from distinct socioeconomic realities; (d) a search for the establishment of methodologies for teaching and learning the Portuguese Language more adequate to reality; and (e) a search for a definition of professional knowledge needed for the teaching practice

A formação do pedagogo-professor no curso de pedagogia: limites e possibilidades na visão de professores formados no campus avançado de Patu da UERN

The inconclusive policies regarding the teaching background, specifically the Pedagogy Course, whose National Curricular Directives DCN were ratified by the Ministry of Education on April 4th 2006, have been causing protest from the various forces within the scope of the university, specifically in the Pedagogy Departments in which, through their professionals, express the several stands about the pedagogue profile, his/her professional acting field and a curriculum that meets the background needs of this professional. This paper tried to assess, from the viewpoint of the student who graduated from the Pedagogy Course and who acts in classroom in the first years of the Elementary School, to what extent this course meets the background needs of the professional who works as teacher. In specific terms it was this paper's objective to identify the most important background needs of teachers who graduated in Pedagogy, who act in the first years of the Elementary School; To list the contributions and limitations of the Pedagogy Course of CAJIM/UERN in the teachers' background, outlined by the graduates of the course; to raise suggestions for the improvement of the teachers' background in the Pedagogy Course of the CAJIM/UERN. In order to turn these objectives viable we opted for the qualitative approach in research, more precisely for the case study methodology, from which we used as instruments for the execution of the field work the observation in classrooms, semi-structured interviews which became the main instrument used for the data construction and analysis. The data analysis process took place through the content analysis technique based in Bardin (2000). The theoretical line is based on the studies from Schön (2000), Nóvoa (1997), Perrenoud (1993), Alarcão (2003), Ramalho (2003) we also used the National Curricular Directives which serve as current Parameter for the Pedagogy courses. The study indicated that the Pedagogy Course contributed for the personal and professional enrichment, however, difficulties in the theory-practice articulation are still present in the everyday life. The theoretical knowledge assimilated, though represent increments to the professional practice, are not enough to enable a pedagogical practice with excellence. There is a need to consider a curriculum in a dialectic perspective, configurator of social and cultural practices sustained by the reasoning as praxis, thus it must not be seen solely in a theoretical plan, mas as a process that builds itself between the acting and the reasoning.

Um estudo sobre o estágio supervisionado na formação inicial de professores de matemática na Bahia

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

O Programa Pró-Letramento e a formação de alfabetizadores: repercussões nas concepções e práticas de professores cursistas

This paper intents to investigate the repercussions of the Pró-Letramento - Alphabetization and Language Course Program in the practices and conceptions of alphabetization of learning teachers, according to their own perspectives. The program, part of the National Formation Network of the Education Ministry, in partnership with public universities since 2006, is destined to aid the formation of teachers acting in the first three years of public basic education, with the goal of qualifying them to work with alphabetization and improve quality of learning processes and results. This investigation adopted the qualitative research paradigm as well as the Case Study methodology, being our empirical field a Belém do Brejo do Cruz/PB public school. The subjects are five Program graduation female teachers, including the tutor-trainer and four graduated teachers that already teach in the first three years of basic education. The data, gathered with documental analysis, individual and collective semi-structured interview, and non-participant observation, were analyzed according with Speech Analysis principals. Based on those principals, we intersected teachers enunciations, observation sessions registries and the Program s propositions and built interpretations based on theorization taken as fundaments of the investigation, among which we highlight: studies on a criticalreflexive perspective of a teacher s formation; continued formation as a permanent development process; the principals of historical-cultural approach on alphabetization processes and development with the centrality of language; alphabetization in a interactionist approach. The analysis focused on the Program s repercussions: 1) in the teachers conceptions about: 1.1) learning; 1.2) Alphabetization and literacy; and in the practices and conceptions related to: 1.3) alphabetization in a literacy perspective and 1.4) appropriation of the writing system. The corpus analysis evidenced relations of continuity and discontinuity, approach and distancing between the teachers conceptions and the Program s propositions, as well as conceptions/significance of their speeches and related or observed practices. Observing teachers elaborations evidences the repercussion of the Program s formation, whilst also showing gaps and mismatches in their appropriation process in concepts/assumptions as well as teaching propositions. These mismatches involve interaction relationships between teachers and students, with their possibilities and limitations surrounding the Program s knowledge objects complexity, also linking to the social, economical, political, and cultural conditions that involve both the implementation of the Program in each context and the conditions in which alphabetization in public schools are developed, demanding permanent and accompanied formation processes, investments to improve work conditions and valuing teaching

Contar no caminho: escritas de si, percursos de formação e inserção institucional de professores da infância

El trabajo tiene como objeto de estudio la percepción de profesores de la infancia respecto sus itinerarios de formación y proyectos de inserción institucional, y como objetivo analizar como los participantes de la investigación articulan, narrativamente, sus itinerarios de formación y proyectos de actuación profesional para inserción institucional en un Colegio de Aplicación. Adopta principios epistemológicos y métodos de la investigación (auto)biográfica: Ferrarotti 2010); Delory-Momberger (2008, 2011, 2012); Josso (2010); Nóvoa (2007); Nóvoa y Finger (2010); Dosse (2009); Passeggi (2011, 2012, 2013); Souza (2004, 2010, 2013). El corpus está constituido por diez memoriales académicos; diez proyectos de actuación profesional; la transcripción de entrevistas realizadas en dos grupos de discusión y el diario de campo de la investigadora. Las analises se basan en las contribuciones de Jovchelovitch y Bauer (2010), Schütze (2010) y Weller (2006). Los resultados de la investigación permitiran concluir que el proceso de biografización y el proyecto de actuación profesional introduce una doble función: constituirse en una herramienta de evaluación y como dispositivo de formación, permitiendo a los profesores la reflexión sobre las particularidades del proceso de biografización en el contexto de injunción institucional y el conocimiento de las potencialidades de sus percursos de formación. Permitiran, todavia, la definición de tres eixos organizadores de una cartografía de formación, tomando lo que Nóvoa (2007) sugiere sobre los procesos de Adesión, Acción y Autoconsciencia en la constitución de la identidad docente. Ao relatar sus percursos de formación los profesores reconstituyen adesiones a los principios, valores y proyectos en diferentes contextos de formación, revisitan acciones desarrolladas en el ejercicio de la profesión y elaboran reflexiones que resultan en la autoconciencia de potencialidades y limitaciones de sus acciones en la institución. El trabajo contribuye para pensar la producción de memoriales y proyectos académicos de experiencia profesional como espacio fundador de reflexión sobre la formación del profesorado de la infancia

A política de formação inicial de professores e a implementação do componente curricular Prática Profissional na Licenciatura de Geografia do CEFET-RN

This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work

O ambiente virtual na formação inicial de professores de alemão como apoio para o ensino e a aprendizagem da língua e a reflexão sobre ações docentes

Estudiosos dos campos da Educação, da Linguística Aplicada e da Formação de Professores de Línguas insistem hoje na grande importância da inclusão de Tecnologias de Informação e Comunicação (TICs) na formação inicial, bem como na necessidade de promover o desenvolvimento do pensamento crítico-reflexivo dos futuros professores. Tomando como pressupostos teóricos estudos acerca das características da sociedade de informação, dos ambientes virtuais e da formação de professores, este trabalho tem como objetivo discutir possibilidades oferecidas pela plataforma Moodle de aprendizagem na formação inicial de professores de alemão. Para tanto, apresentaremos diferentes formas de uso de ambientes virtuais e de ferramentas neles disponíveis, que demonstraram ser de grande valor no processo de formação de licenciandos, tanto em língua alemã, quanto durante suas práticas iniciais. As experiências apontam para um valor inestimável de ambientes virtuais no acompanhamento de licenciandos no processo de aprendizagem da língua e nas primeiras experiências com a docência.