Resumo

SISLA, Heloisa Chalmers  e  SOUZA, Ana Paula Gestoso de. Well succeeded pedagogical practices: a dialog with teachers´ speeches. Rev. Elet. Educ. [online]. 2017, vol.11, n.2, pp.521-539. ISSN 1982-7199.  https://doi.org/10.14244/198271991730.

We searched to identify and understand the presence and absence of elements related to good teachers and well succeeded practices through the perspectives of five Brazilian teachers. For such were conducted semi-structured interviews. Data analysis was oriented by the following axes: teaching knowledge basis, reflection about own schooling, reflection on the influence of family in the profession, analysis about pedagogical practice and educational situations, connection between personal and institutional projects, political participation, and articulation between theory and practice. The results indicate an emphasis in teachers´ speeches to aspects of well succeeded practices related to the classroom, particularly directed to the types of knowledge that compound teaching basis and the belief and interactions directed to students´ learning. The five teachers interviewed recognized the need to master solid contents knowledge to teach, as well as general pedagogic and pedagogical content knowledge. The relationship between teacher and students was pointed out by four teachers and one of them related a good relationship with students with the lack of indiscipline in her classes. The belief on the capacity of students was mentioned by three teachers. Political and pedagogical participation emerged in the discourse of three teachers. We noticed the absence of elements that educational literature has been pointing out as belonging to the concept of good teacher or well succeeded practices focusing on collective work and to reflection and writing regarding teachers´ trajectory and the analysis of educational situations.

Palavras-chave : Well-succeeded pedagogical practices; Teacher education; Teachers´ perspectives..

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