O processo de formação de professores da educação básica no interior de uma escola de ensino fundamental: o olhar dos graduandos sobre o ser professor e a prática profissional

Abstract

This study developed within an elementary school with undergraduate students, teachers-to-be, sought to understand the meaning of a Teacher Development Program, Immersion Teaching, sponsored by a federal university in Brazil. The qualitative research included conducting a series of interviews with 14 undergraduate students focusing on two central questions: how students conceive this training space and how they build their references about what is to be a teacher in an institutional setting? As is constituted and sets the teaching for future teachers? We present the results corresponding to interviews with undergraduate students who worked with teachers of the 1st Cycle of Human Development. Data were analyzed using the thematic content analysis technique (Bardin, 1998; Bogdan and Biklen, 1994). The content analysis included different phases: pre-analysis, material exploration and finally categorization of data. The theoretical framework was based on studies that focus attention on understanding the actions, projects and teacher training conceptions, as developed by Alves-Mazotti (2008), Andrew (2001), Mizukami (2004), Diniz-Pereira (2014), Garrido and Brzezinski (2006), Lüdke (2001), Marcelo Garcia (1992) among others.