Resumo

HEGETO, Léia de Cassia Fernandes  e  REIS, Tiago Cordeiro dos. Pedagogical knowledge in teacher education: an analysis of the “Pedagogy and Teaching Practice” manual (2012). Sér.-Estud. [online]. 2021, vol.26, n.57, pp.81-101.  Epub 18-Out-2021. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v26i57.1424.

This article aims to analyze the pedagogical knowledge present in teacher training based on the analysis of the manual “Pedagogy and Teaching Practice” (free translation), by author Maria Amélia R. S. Franco (2012). Manuals are products and producers of school knowledge and practices (BUFREM; SCHMIDT; GARCIA, 2006), and are also builders of personal identities and teaching professionals. The qualitative research was based on document analysis and content analysis (BARDIN, 2011) to reveal the knowledge covered in the manual, which is part of Editora Cortez’s Coleção Docência em Formação/Série Saberes Pedagógicos. The following categories of analysis were selected: themes and methodological guidance present in the book. The themes were analyzed: Pedagogy, Didactics, Educational Practices, Pedagogical Practices, Teaching Practices, Pedagogical Subjectivity and Dialogicity; and action research as a methodological approach. The results reveal that the analyzed book deals with the knowledge mobilized in the act of teaching and the challenges of Pedagogy and Teaching Practice, thus contributing to the training of teachers. The book proposes a pedagogically based research methodology for use by teachers in collective school practices.

Palavras-chave : pedagogical knowledge; didactic manuals; teacher education.

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