Intervenção pedagógica em sala de aula: contribuição para a formação do professor

Abstract

The pedagogical practice is teacher improvement opportunity in the production of their knowledge and consequently provides important and necessary changes to practice in the classroom. Therefore, it is essential to think teacher training as an ongoing and dynamic process based on the theory-practice relationship and the different situations of the teaching practice in the classroom every day. The goal of the pedagogical intervention was to sensitize teachers of technical course of Nutrition and Dietetics at the Federal Institute of Minas Gerais, the city of Congonhas, through an intervention proposal in order to improve their teaching practices in the classroom. An attempt was made during the process of pedagogical intervention take the participatory dimension, flexible and investigative as another element in the relationship between individuals who interact, mediated by reality always seeking change. Thus, through educational intervention proposal in teaching practice was based approach with the following themes: teacher-student relationship, classroom every day, active methodologies and emancipatory educational practices, which requires the teacher as a reflective professional search overcome the linear and mechanical relation between theory and practice in the classroom. This intervention ensured the effective learning of students and teachers and the general satisfaction of the class, and to promote greater autonomy and security for teachers.