PROFESSIONAL PRACTICE TEACHERS AND SENSE AND MEANING OF EDUCATION AND TRAINING

Authors

DOI:

https://doi.org/10.17058/rea.v24i3.7572

Keywords:

Teacher Training, University Pedagogy, Higher education, Design education, Senses and Meanings

Abstract

This article aim is to show the results of a research in which we tried to investigate what kind of conceptions of education and training lead the professional practice of teachers from private higher education, based on the theoretical framework of Cultural-Historical Psychology in its dialogue with the educational field. This is a qualitative research approach which has as procedure theoretical and methodological Focus Group (Gatti, 2005), conducted with teachers in private higher education institutions. For the treatment of data we made use of the Core of Significados (AGUIAR; OZELLA, 2006), which, through the narrative of the subject, helped us to identify the conceptions of education and training reflected in the discourse. As a result it was found that the meanings of education and training are more on the basis of his previous professions to teaching than in contributions developed through initial or continuing education, virtually absent processes in higher education institutions.

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Author Biographies

Robinson Jacintho de Souza

Mestre em Educação (Programa de Pós-Graduação em Educação e Saúde na Infância e na Adolescência da UNIFESP); Endereço: Rua Lino Coutinho, 613, ap.24 – Ipiranga, São Paulo, Brasil.

Magali Aparecida Silvestre

Pedagoga, Mestre e Doutora em Educação: Psicologia da Educação; Professor Adjunto III da Universidade Federal de São Paulo UNIFESP- campus Guarulhos, EFLCH, Departamento de Educação, PPGE em Educação e Saúde na Infância e na Adolescência e PPGE em Educação. Endereço: Estrada do Caminho Velho, 333 – Pimentas.

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Published

2016-12-07

How to Cite

Souza, R. J. de, & Silvestre, M. A. (2016). PROFESSIONAL PRACTICE TEACHERS AND SENSE AND MEANING OF EDUCATION AND TRAINING. Reflexão E Ação, 24(3), 141-161. https://doi.org/10.17058/rea.v24i3.7572

Issue

Vol. 24 No. 3 (2016): Pesquisas Sobre a Formação de Professores

Section

Pesquisas sobre a formação de professores

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