Formação de professores: a importância da articulação entre a teoria e a prática na graduação em Pedagogia

Abstract

This work aims to address the theme of initial teacher education for Basic Education, from Early Childhood Education to the fifth year of Elementary Education, object of the Pedagogy Course. The theoretical investigation was guided by some of the authors who proposed to discuss the relationship between theory and practice during the undergraduate course in Pedagogy. The discussion is guided by theoretical bibliographic research, based on a bibliographic study referenced by some renowned authors in this area who reflect on the importance of the relationship between theory and practice, especially in the initial formative process. It identifies the relevance in understanding initial training as a privileged moment of learning to work in the classroom as future education professionals. Finally, it is argued that educational praxis gives meaning to the act of teaching from which teachers and students are subjects of the learning that is constituted through reflection, reflection / action and the criticality built from the dialogue in the collective. The bibliographic research consulted as theorists, who contribute to this discussion, Brzezinski (1996), Candau and Lelis (2001), Garcia (1999), Gatti (2010), Pimenta (1997), Ribeiro (2015), Santos (2014), Saviani (2009), Silva (2003), Sousa (2001), among others