Ensino de matemática, história da matemática e artefatos: Possibilidade de interligar saberes em cursos de formação de professores da Educação Infantil e anos iniciais do Ensino Fundamental.

This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.

A relação teoria-prática do curso de formação de professores do campo na UFPA

Ce travail est une reflexion sur les pratiques éducatives dévelloppées par des élèves/professeurs dans le Cours de Formation d Éducateurs de la Campagne, réalisé dans un partenariat entre l Université Fédérale du Pará (UFPA), Le Movimento dos Trabalhadores sem Terra (MST Mouvement des travailleurs sans Terre) et le Programme National d Éducation dans la Réforme Agraire (PRONERA), en ayant comme son objectif stratégique rechercher les éléments facilitateurs de l articulation théorie-pratique dans les procédures méthodologique du Cours, fondé sur Paulo Freire. Nous approfondissons des réflexions sur la production d une proposition d Éducation de la Campagne qui, entre autres éléments, se fonde sur la Pédagogie de l Alternance, spécifiquement en ce qui concerne lês catégories Temps École et Temps Communauté. Dans le procès de recherche, nous utilisons comme ressources les documents écrits (dês projets de cours, des rapports, des journaux de la campagne document qui registre le quotidien des activités et des choses réalisées), et les discours des élèves de l Assentamento Palmares II , pendant et après lê Cours. À l analyse, nous identifions comme éléments facilitateurs de la relations théorie et pratique, le Temps École et le Temps Communauté en créant des opportunités, la rélation de ce qui se caracterise comme praxis (action-refléxion-action), en utilisant la recherche comme moyen d insertion dans la réalité et l´existence de groupe (colectif), ce qui a possibilité la participation colective aux réalisations des pratiques pédagogiques plus significatives dans le procès de Formation d Éducateurs de la Campagne, en ayant comme objectif la contribution dans la formation des sujets réalisateurs de leur histoire

Espaços transversais em educação matemática :uma contribuição para a formação de professores na perspectiva etnomatemática

This PH.D. thesis is an attempt to show the beginning, evolution and unfolding of the making of a pedagogical work proposal based on culturally-built knowings in the heart of a traditional community, having as one of its starting points the knowings and doings experienced by dish-making women from Maruanum living in the city of Macapá, State of Amapá, Brazil. This proposal is strongly associated with the need we have to think about the nature of (ethnological)-mathematical knowledge generated by particular communities and about the way such knowledge can be discussed, worked out, and validated in learning environments, regardless of the level of instruction and the constraints imposed by government programs and educational institutions. Among its theoretical foundations are studies on instrumental activities that are typical of the Maruanum ceramics and investigative studies from the point of view of ethnomathematics. Methodological development took place with the application of activities, where traditional and instrumental knowledge observed in the production of ceramics had been adapted for and brought into the school environment , participative observation, as well as data collecting and organization techniques, such as interviews, statements, and audio an visual recordings. Analysis of the data collected focused on the relationship between the data-generating potential and the purpose of this study. Our aim is to make and estimate of the potential contributions from local situations and/or problems it would possibly bring to the formative learning of people involved in the educational processes of these communities, with a view to a spatial and temporal transformation of reality

Pedagogia Freinet :mediação para o social, o político e a formação de professores

Ce projet présente dans son premier chapitre une étude historique-bibliographique basée sur la Pédagogie Freinet en France, ainsi que sa formation républicaine, ses courants politiques et idéologiques qui ont moulés l organisation sociale et éducationnelle de ce pays. Ce travail montre le rôle des courants de gauche dans ce processus, cela se reflète aussi sur le jeune Freinet. Les changements opérés dans la décennie de 1950 dans le système scolaire, dans le propre Mouvement Freinet et les ruptures qui ont eues à l intérieur de ce mouvement. Cela se termine avec les directions prises dans les dernières décennies, son arrivée au Brésil et les perspectives actuelles. Le deuxième chapitre aborde la reconstitution historique du Brésil dont sa phase coloniale et impériale. Les événements historiques de la IIIe, IVe et Ve République sont mis en relief avec ceux du Mouvement Freinet. La phase militaire imposée au Brésil et les luttes pour la reconquête de la démocratie. Il se termine avec les considérations sur la LDBEN 9394/96 et l implantation du Curso Normal Superior; un bref historique de la Pédagogie Freinet au Brésil, des thèmes importants travaillés dans le troisième chapitre. Dans ce chapitre une recherche qualitative est décrite basée dans l Etnographie Critique et Multiréférentiellel et aussi dans la Recherche-Action. Elle est développée auprès d un groupe de cinq professeurs des premières classes de l école primaire au collège, inscrites dans le Curso Normal Superior. Les données ont été obtenues à partir de rencontres régulières avec le groupe la médiation didactique , des entretiens, des questionnaires, des observations dans les salles de classe, du travail final du cours, nommé Mémorial de Formation. À travers l ensemble des données, on recherche les apports et l actualité d une proposition pédagogique historiquement firmée pour le développement de la praxis éducative

Concepções de alunos do Curso de Pedagogia da UFRN acerca da natureza da ciência: subsídios à formação de professores

En el campo de la Educación en Ciencias, los estudios acerca de las concepciones de profesores sobre la naturaleza de la ciencia están en crecimiento en las últimas décadas en virtud de la importancia atribuida al saber sobre las ciencias. Manifestando preocupación con la temática, los trabajos de esta línea de pesquisa están investigando concepciones de profesores en formación como también los en ejercicio. Inserido en esa problemática, y preocupado con la formación inicial de profesores, este trabajo tuvo como objetivo principal investigar las concepciones de los alumnos de la Carrera de Pedagogía de UFRN (Universidad Federal de Rio Grande do Norte) acerca de la naturaleza de la ciencia, una vez que los alumnos son, o lo serán, profesores que darán clases de ciencia. El aporte teórico del estudio fue el abordaje ofrecido por la filosofía de la ciencia contemporánea, como también trabajos de literatura especializada sobre la temática NdC (Naturaleza de la Ciencia). En la parte empírica del trabajo utilizamos, como principal instrumento de colecta de datos, un cuestionario abierto, en el cual los alumnos marcaron posiciones sobre varios aspectos de la naturaleza de la ciencia. Fueron sujetos de la investigación 81 alumnos de Pedagogía, que estaban en el primer, quinto y noveno semestres (también dichos períodos ). Los resultados presentaron un acercamiento a las concepciones de los sujetos sobre la temática, indicando la presencia de una serie de concepciones poco satisfactorias de la ciencia, al lado de concepciones más consistentes con la epistemología contemporánea. En el comparativo entre los grupos, el quinto semestre presentó resultados un poco mejores que los demás, trayendo a la superficie elementos para evaluar el impacto de la formación en la construcción de las concepciones de ciencia por los alumnos

Dificuldade de berço? Professores de matemática no ensino médio: práticas, formação continuada e juventude

The present paper is focused on pedagogical practices and continued lecturing formation of High School Mathematic teachers. Knowing the essential importance of the teacher at the educational process since he/she is the mediator on knowledge gathering by the scholars and continued formation meaning on that process, we hereby propose to investigate and compare what Math teachers think about their professional role, the kind of continued formation they receive and their development on teacher s knowledge and doing; to gather and compare what do Math teachers know about young people at public and private schools and their demands and as which find out if they link with the way as their students are taught. To develop our comparative research, we chose a qualitative focus and an investigation of ethnographic type. We took as the subject four Math teachers that work with high school 1st and 2nd grades in public and private schools, morning and afternoon shifts and license titles. The research results reveal differences in structural matter between the spaces, but the comparisons between teacher doings and knowledge reveal that the differences refer to the sort of formation and how often do the teachers search for it. Nevertheless, the reports pointed to continued lecturing formation offering and consistence problems and these reflect on their work and on its basis. The knowledge about youth and adolescence, such as theoric and methodological knowledge that lead their practices, are revealers of teachers difficulties in developing their activities according to the target public and nowadays educational demands

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

Política de formação de professores: uma leitura a partir da análise do programa especial de formação de professores para a educação básica PROEB/UFMA

Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Formação de Professores para a Educação Básica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranhão - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vitória do Mearim in Maranhão. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vitória do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education

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

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

Diálogos e aprendizagens na formação em agronomia para assentados

This thesis aims to investigate the Agronomy course in the perspective of the graduation course for the settlers of the Universidade Federal do Pará- Marabá. This course requires a partnership with the social movements of the North region of the country, with the purpose to understand knowledge production and how learning process occurs from the point of interaction and reliable relationships which are established in the organization during the course. The base of theses studies is to reflect of how the dialogue and learning processes occurred during the Agronomy course and resulted in changing in the teachers behavior and in the other integrated members of the group and mainly in the graduating settlers students. These changings happens as a consenquence of the dialogue production between the most varied areas, different people and institutions which take collective decisions. I observe educational actions, researches, extention concepts of extension and also development researches presented in the educative actions discussed by Freire (1985), Simões (2001, 2003) e de Amartya Sen (2000). The theory in which I am basing these studies are based in Boaventura de Souza Santos Simões (2001, 2003) and Amartya Sen (2000). Methodologically I analyse knowledge production by sudying the thesis and scientific works related to rural education, social movements, university and higher education in the last 20 years. I analyze the scientific works of all settler students, and besides, I do open interviews with the students, as well as, with the teachers and the leaders of social movements (MST, FETAGRI, CPT, EFA/FATA). I organize and analyze all the speeches from the ecological knowledge as defined by Boaventura de Souza Santos (2006). Finally, I visit five towns of municipal districts of the southeast of Pará, which represents the final methodological part of the research, in order to verify in loco the practices of the experiments purposed as final activity of the Agronomy course. I organize the work in five areas composed by the occupational process and the initiatives which emerged from them; development model and the social and environmental consequences; I also organize the university role and the relationship established between people and institutions which gave origin to the Agronomy course of UFPA and the programs developed in the region; conjuncture of creation of the groups of settled students, curriculum, principles and focus on the course and the experienced actions; developed practices in the course and the relations of reliability experienced internally and externally to the Academy, the learning and dialogue promoted by the course. I believe that the dialogue has caused changes in the organization of the knowledge and in the educative practices of the teachers, as well as, in the socio-productive practices of the regressed settled students

Educação inclusiva e formação continuada: contribuições dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores

This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have

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.