Resumo

LOPES SOBRINHO, Oswaldo Palma; PANIAGO, Rosenilde Nogueira  e  PEREIRA, Álvaro Itaúna Schalcher. The Agronomists teachers in the context of the teaching practices in at a Federal Institute of Education. Acta Educ. [online]. 2023, vol.45, e62818.  Epub 01-Dez-2023. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v45i1.62818.

The study aims to investigate the interrelationships between training, knowledge and educational practices developed by teachers trained in the field of Agronomy. The research was carried out in the period 2019-2020 with teachers who teach subjects in Bachelor of Agronomy courses at a Federal Institute of Education (IF). In qualitative research, the autobiographical narrative of four teachers in this area of ​​activity was used as a methodological data collection procedure. The knowledge and teaching practice of the IF Agronomist professor ranges from accounts of life stories and academic training, to the option of entering teaching and, then, the course of his professional career. The narratives show that teachers care about the good quality of the teaching they provide. However, they state that the time allocated to carrying out teaching, research and extension activities combined with the lack of pedagogical training are elements that challenge the materiality of a teaching praxis that takes into account the different forms of student learning. In their reports, teachers recognize the difficulties with regard to pedagogical knowledge and practices, considering that their training is focused on research and not teaching. The results reveal the need for educational institutions to provide pedagogical training courses in order to bring technical area teachers closer to the specificities of knowledge and teaching practices.

Palavras-chave : teaching; teaching-learning; agronomist training; technical pedagogy.

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