Resumo

VIEIRA, Marilandi Maria Mascarello; ARAUJO, Maria Cristina Pansera de  e  SLONGO, Ione Ines Pinsson. Teaching training and professional education: analysis from Shulman and Fleck. Roteiro [online]. 2020, vol.45, e21665.  Epub 23-Jul-2020. ISSN 2177-6059.  https://doi.org/10.18593/r.v45i0.21665.

The article reports a study that aimed to analyze aspects of teacher training for acting in professional education based on the thoughts of Shulman (1986, 2005), Fleck (2010) and their interpreters. This is a bibliographic research, guided by Discursive Textual Analysis (MORAES; GALLIAZI, 2013). In Shulman's works the focus was on the categories of teaching knowledge, particularly “pedagogical knowledge of content”. In Fleck's work, the epistemological categories “style of thinking”, “collective of thought”, “circles” and “circulations” of ideas were prioritized. These categories proved to be useful for an analysis of the teaching knowledge present in the training and practice of teachers in professional education. Considering the approximation between the theoretical categories of the two authors, it was possible to analyze that the acquisition of pedagogical knowledge of the content, by the teachers of professional education, occurs, in general, in the exercise of teaching and in training processes. In both situations, there was an emphasis on the insertion of teachers in different thought collectives, as well as the circulation of ideas, at intra and intercollective levels. In this way, both the training and the teaching routine in professional education, as a space for continuing education, proved to be a privileged locus for the acquisition and dissemination of the knowledge necessary for teaching, particularly the pedagogical knowledge of the content.

Palavras-chave : Shulman and teaching knowledge; Fleck's epistemology; Teacher training; Teaching in professional education..

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