Abstract

LUZ, Carolina Nóbrega Sabóia; FARIAS, Isabel Maria Sabino de  and  SABOIA, Wilson Nóbrega. Narratives of an architect teacher: trajectory contributions for its professional development. Rev. Diálogo Educ. [online]. 2020, vol.20, n.65, pp.862-889.  Epub July 27, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.065.ds16.

This paper aims to know the professional development trajectory of na architect teacher focusing on his pedagogical training. The objective was to understand how and in what the development trajectory of this architect teacher relates ‘to’ and ‘with’ his teaching actions. It brings its theoretical foundation anchored in the studies of Oliveira-Formosinho, Carlos Marcelo García and Francisco Imbernón. The analysis carried out in the research is based on a qualitative approach, characterizing itself as a single case study developed based on classroom observation, semi-structured interviews and the examination of documents (Lattes curriculum, course syllabus and Pedagogical Project of the Architecture and Urbanism course of the institution in context). The fieldwork was carried out in the months of September and October 2017 and the data analyzed based on the thematic categorization of the contents. The results revealed that, given the lack of prestige of teaching in face of the privilege given to research by universities and colleges, teachers are instigated to develop their teaching skills by themselves. It is observed that the training actions they took part in are, mostly, focused on the researcher education, secondarily the teaching, also specializing him in specific contents of his subject area of teaching. Because of this tendency, it is notorious, with rare exceptions, the fragility or lack of pedagogical knowledge among the bachelors architect teachers.

Keywords : Professional development; Architect teacher; Teaching trajectory.

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