Casos de ensino na aula de didática e a formação de professores

Abstract

The text presents part of the data produced which took as its empirical field of research the experiences developed in the subject of Didactics, accompanied by the teaching internship, which took place during one semester, totaling 15 weeks, four hours a week, making up 60 hours, at a public university. The heterogeneous class includes 34 students from different courses and backgrounds. The qualitative research adopts the methodological perspective of (auto)biographical narrative and is based on the study of Teaching Cases produced in the discipline. For this text, we present the analysis of four Teaching Cases developed at different stages during the semester, in the classroom: First lesson; Mock jury; What teacher do I want to be and Didactic sequence. As a result of the analysis, we identified the potential of the Teaching Cases for teacher training, enabling undergraduates to expose their anxieties and dilemmas linkedto entering the profession; to recognize personal identity as a dimension of teaching; to reflect on the importance of contact with the school from this new place for them, that of teaching; and also to say how much they want to enter the profession and act in a way that contributes to the development of students.