Abstract

OLIVEIRA, Adelayde Rodrigues Alcântara de; AMORIM, Roseane Maria de  and  PIZZI, Laura Cristina Vieira. Discipline Teaching Profession in a pedagogy course: trajectories, experiences and innovations in teacher training. Rev. Elet. Educ. [online]. 2018, vol.12, n.1, pp.263-278. ISSN 1982-7199.  https://doi.org/10.14244/198271992114.

The discipline Teaching Profession in courses of teaching education has been characterized as a locus of debate about teaching in its different dimensions. Thus, this text aims to introduce reflections about the teaching profession and the role of the discipline in the training courses of future teachers in the contemporary world. Numerous studies have shown the need for innovation in teaching practices in higher education and the indispensability of new postures in face of knowledge. In this direction, we will problematize in this text the professional training of teachers, and also will be reported an experience developed within the scope of the discipline in a class of a Brazilian public federal university. Despite the increasing accumulation of activities and the precariousness of teaching work in our country at all levels, it was observed during the development of the discipline that certain knowledges, worked in a significant, creative and interdisciplinary way, are fundamental for the education of more committed, politicized and open people to new lifelong learning. The relevance of this curricular experience, derived from the development of the Teaching Profession discipline, is a privileged moment to reflect and question the current educational model in face of numerous transformations provoked in the educational system. The discipline calls for future professionals of education to experience dialogue, pedagogical praxis, professionalization and, consequently, initial and continuing teacher training addressed to achieve the needs of the most disadvantaged subjects of the Brazilian society.

Keywords : Teaching Profession; Teacher Education; Innovative Experiences.

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