Resumen

ARAUJO, Osmar Hélio Alves  y  OLIVEIRA, Dayana Silva de. STUDENT PROTAGONISM IN TEACHING PROFESSIONALIZATION. Revista Teias [online]. 2021, vol.22, n.66, pp.370-383.  Epub 06-Feb-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.51971.

This text discusses the challenges faced in initial teacher training, more specifically concerning student permanence and success in undergraduate courses, based on the experience of developing the Profession Teacher Project (PPD, in Portuguese) at the Ceará Federal Institute of Education, Science and Technology (IFCE, in Portuguese), Tianguá campus. Some basic questions arose when implementing this project, such as: in the physics and languages - portuguese/english undergraduate courses offered at the IFCE Tianguá campus, which elements can enable the teaching professionalization? What is the role of different undergraduate courses in teaching professionalization? This text is based on a theoretical framework adopted in the light of the theme of teacher training, student roles and empiricism experienced from the PPD. The reported experience allowed us to know that, in the face of an academic culture of various challenges, it is necessary to forge a pedagogical culture strongly associated with teaching professionalism, as well as the potential of constituting communities - students and teachers - to go far beyond the classroom.

Palabras clave : student protagonism; pedagogical subjects; teacher training..

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