Gestão do pedagógico e os processos de formação de professores: uma reflexão sobre o lugar dos estágios e práticas educativas em cursos de licenciatura

Abstract

This article presents a small systematization of our practices as teachers in undergraduate classes, as researchers on the training processes of teachers, and as beacons for practices and interventions in schools. As systematization, the article presents references on the processes by which teachers become teachers, and on school as the privileged space-time region in which these processes occur. For a long time, continuing studies for professionals in the area of education has been object of study and reflection. We believe that, taking serious research on this process as a starting point, we will obtain quality in educative activities, since the teacher is one of the subjects of the class. As subject, is him o her who is responsible for the work proposals, the guidelines, and therefore, responsible for understanding the process and for managing pedagogic matters in the classroom. In this way, his o her capacity to interpret, to confer meaning, is fundamental and he or she will be more or less efficient, provided he or she is always conscious of what is going on around him or her. Projects concerning continuing studies assume, therefore, that there will be access to a variety of knowledge, from information about pedagogical practice, to information about education and comprehension of other subjects. These assumptions related to the history of education in the country, and related to the knowledge of didactics, constitute a reference for the reflection on the relationship between pedagogy management, the teacher, his o her process of continuing studies and classroom production.