Resumo

TURCHIELO, Luciana Boff  e  ARAGON, Rosane. THE CONSTRUCTION OF REFLECTIVE THINKING IN A DISTANCE PEDAGOGY COURSE. e-Curriculum [online]. 2019, vol.17, n.3, pp.1239-1262.  Epub 28-Out-2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i3p1239-1262.

The reflexive teacher paradigm aims to overcome the dichotomous understanding of education that separates knowledge from doing and theory of practice. This tendency seeks to break with prescriptive and instrumental practice by potentializing the purposes of reflection in initial and continuing education as a strategy that brings the university closer to the school. The text discusses, analyses and details a study carried out under this perspective in a pre-service teacher training of an undergraduate course in Pedagogy, in the distance learning modality, in the Federal University of Rio Grande do Sul, Brazil. The article reports a research on the development of the reflexive subject, interpreted by the constructivist perspective of the formation of “possible”. The analysis was performed considering categories and descriptors of evolutionary levels of creation of new cognitive possibilities. The results indicate that reflective formation can be evidenced by reorganizations and reconstructions during the reflexive process carried out along the course, in which the subjects problematize and articulate theoretical knowledge and pedagogical practices.

Palavras-chave : Reflective thinking; Pedagogy in distance learning; Theory and practice.

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