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versión impresa ISSN 0102-4698versión On-line ISSN 1982-6621

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TARTUCE, GISELA LOBO; DAVIS, CLAUDIA LEME FERREIRA  y  ALMEIDA, PATRÍCIA CRISTINA ALBIERI DE. FORMATIVE TOOLS ON UNDERGRADUATE PROGRAMS: ANALYSIS OF BRAZILIAN EXPERIENCES IN THE LIGHT OF FRANCOPHONE LITERATURE. Educ. rev. [online]. 2021, vol.37, e33828.  Epub 23-Nov-2021. ISSN 1982-6621.  https://doi.org/10.1590/0102-469833828.

There has been considerable discussion, from a theoretical perspective, around the topic of Initial Teacher Education (ITE), but there has been little focus or understanding relating to ITE with respect to Brazilian undergraduate programs. Building on the unpublished results of previous research, the objective of this article is twofold: (a) to analyze and disseminate the pedagogical proposals for initial teacher education in French-speaking countries, an important reference group for Brazil, and (b) to identify how - and in what form - aspects derived from this literature appear in Brazil. With this objective in mind, we have drawn on the experiences of winners of the Professor Rubens Murillo Marques Award (PPRMM), which places great value on the education and development of teachers and has shared experiences that contribute to this end. The results indicate that, despite the obstacles seen at a macro-level, there are specific initiatives that can unite theory and practice, promoting opportunities for contact with the class environment at other times on the program than simply during the internship phase. From this contact, future teachers learn how to implement the theories discussed on the university programs in the context of basic education, assessing and evaluating the tools used in the light of the results obtained.

Palabras clave : Teacher training; Francophone literature; Inspiring pedagogical practices; Training devices.

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