Resumo

LOPES, Juliana Crespo; MAGALHAES, Suzana Maria do Nascimento; MOURA, Ana Luísa Lopes Lima  e  PULINO, Lucia Helena Cavasin Zabotto. Autonomy and responsibility: trajectories in the process of becoming a teacher. Educação. Porto Alegre [online]. 2021, vol.44, n.2, e33183.  Epub 25-Abr-2022. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2021.2.33183.

From the reflections of two education students on their senior year about an experience of pedagogical practice in a discipline in the first semester of the course, it is discussed about the construction of autonomy and responsibility in the academic environment. Understanding that it was necessary to arouse in students the interest for learning, the teacher was based on Carl Rogers to elaborate the discipline in order to promote an environment where students were conscious and active in the process of knowledge construction. Specifically, with regard to teacher training, it is understood that it is even more vital that this type of experience exists and be broadened during teacher education, both to provide greater involvement and quality education as well as the promotion of new pedagogical practices in education by students who become teachers.

Palavras-chave : autonomy; teacher education; student centered education.

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