A formação de professores: perspectiva histórica e concepções

Abstract

This work focuses on the theme of teacher training, considering fundamentally the relationship between the history of the school and training concepts that have been formulated by reason of the social demands who presented themselves to this institution. In this perspective, based on studies of Marcílio (2005) and Varela (1995), show the impact of Jesuit education and the origin of the school institution in our country, in the organization of our schools, the complaints made in this type of education and teacher training conceptions that come these criticisms. Refers to studies of Schön (1998) which propitiate the debate around a reflexive approach to training, and researchers in the field of training, notably Contreras (2002), Libâneo (2002), Pepper (2002) and Gomez (1995) that recommend reflective critical teacher training. In the final considerations, alternatives are indicated of critical-reflexive education activities, by considering the teacher training, initial and continued.