Ser “bom professor”: as contribuições da didática na formação inicial docente

Abstract

The object of study of this thesis is the impact of Didactics on initial teacher training. The notion of “good teacher” is present in the doxas (as a set of beliefs and opinions) and tends to be (re)signified with the initial teacher training. The research has the following problems: What are the possible contributions of Didactics in the initial teacher education from the perspective of being a “good teacher”? The Furthermore, the central objective was to analyze the possible contributions that Didactics can provide to the initial training of teachers, from the perspective of being a “good teacher” in the undergraduate courses at the State University of Ponta Grossa. The research is based on the Bourdiesian theory in its concepts of field, doxa and habitus. The assumptions of the teacher training are discussed based on the teaching knowledge (GAUTHIER et al,, 1998; TARDIF, 2010; PIMENTA, 2012) and Didactics as a field of knowledge (VEIGA, 2004, 2009, 2012), linked to understandings about teaching (MIZUKAMI, 1986), learning (MEIRIEU, 1998) and being a “good teacher” (CUNHA, 1988). The research with a qualitative approach and has as participants the students of undergraduate courses at the State University of Ponta Grossa. Two questionnaires were carried out - one before taking Didactics and one after the course with 253 and 61 undergraduates, respectively. Discursive Textual Analysis was the methodology for the treatment and unitarisation of data, and these were processed in the Mathematica® program using Cluster Analysis and Graph Analysis. From the analyzes it was observed the change in beliefs related to the vocational aspect and the notion of knowing how to teach for teaching from a liberating and mediation perspective. Besides that, the doxas on learning, the specific area and the professional, didactic-pedagogical and interpersonal dimensions were consolidated. Thus, it is considered that Didactics has relevance in the professional constitution of the participating undergraduates, because it allowed both the analysis of truths and indisputable experiences, as well as the constitution/consolidation of part of teaching knowledge, in addition to the change in the look of the agent in becoming a teacher in the educational field, in addition to a utopia or generalization about the good teacher.