Resumo

MACEDO, Marly; ROMANOWSKI, Joana Paulin  e  MARTINS, Pura Lúcia Oliver. Training teachers in initial actions embalo of teaching: possibilities for teaching autonomy. Educação. Santa Maria [online]. 2017, vol.42, n.2, pp.299-318. ISSN 1984-6444.  https://doi.org/10.5902/1984644427514.

This article aims to analyze Didactics in the initial formation of the teacher in the course of Pedagogy in its relations with the teaching practice. Problematizes Didactics as a discipline focused on teacher formation articulated to teaching practice. The methodology is a qualitative approach and the analysis is based on student narrative collected in the self-assessment of the Didactics course of the course of Pedagogy of an IES in the city of Curitiba. The contributions of the studies include Martins, Veiga, Romanowski and Santos, and others, who discuss the understanding of this discipline and its interlocution with the practice for the formation of teachers. The results show that Didactics enables students to understand learning situations based on the problematic social practice based on the experiences and experiences of the teachers and students of the basic school.

Palavras-chave : Didactics; Teacher formation; Course of Pedagogy.

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