Resumo

BAHIA, Norinês Panicacci. Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice. Acta Scientiarum. Education [online]. 2015, vol.37, n.3, pp.301-312. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v37i3.24388.

Current paper provides the results of a postdoctoral research that investigated the similarities and/or differences in the training of ex-undergraduates in classroom Pedagogy Courses and in the Distance Education modality of the same Course. The analysis gives a brief history of Pedagogy Courses and criticisms with regard to distance training in the wake of the crisis of teachers´ formation courses in Brazil. The former undergraduates under analysis graduated in Pedagogy and are currently teaching children in elementary schools or in the first stages of government-run schools in São Paulo, São Paulo State, Brazil. Our results show that, regardless of the educational modality (classroom or distance learning) and in spite of criticisms in choosing Pedagogy as a career course, either type is acceptable provided that it offers sound education and prepares the professionals for the teaching practice. Other issues such as maturity, right choice of profession and involvement with school daily life and with their pupils are indicators of teacher's professionality.

Palavras-chave : Education Policies; Teacher's Professionality; Formative Education.

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