Resumo

PITANO, Sandro de Castro  e  ALVES, Camila Tatiane Silveira. Challenges of fragmented teaching:. e-Curriculum [online]. 2022, vol.20, n.2, pp.868-892.  Epub 21-Nov-2022. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2022v20i2p868-892.

This article is the result of a case study in the municipality of Canguçu/RS, whose education network has a high rate of teachers teaching subjects for which they do not have specific training. The objective was to investigate the pedagogical practice of teachers with and without training in the area in which they work, seeking to identify and understand their characteristics, highlight challenges and repercussions in teaching and in the teaching and learning process. The methodology includes bibliographic review, document analysis, observations and interviews with four teachers licensed in Arts, History (2) and Geography. The research showed that professionals without specific training have difficulties directly related to qualification in a different area, in addition to insecurity and discontent with this condition, considered as fragmentation of teaching.

Palavras-chave : teacher training; pedagogical practice; basic education; teaching; learning.

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