Formando professores na e para a prática reflexiva.

Authors

  • Ivone Rupolo

DOI:

https://doi.org/10.18316/147

Keywords:

Formação, professor, relação teoria-prática, prática refexiva

Abstract

O texto apresenta as bases teóricas necessárias à formação de docentes com capacidade reflexiva e habilitada para o confronto permanente entre a teoria e a prática pedagógica, como resultado de reflexões e posicionamentos sobre a formação do professor para a prática reflexiva na e sobre a prática pedagógica, pressupondo que essa prática qualifica a ação educativa e permite ampliar horizontes de percepção da realidade contextual e específica e habilita a um processo pedagógico criativo e eficiente.

Palavras-Chave: Formação do professor; relação teoria-prática; prática refexiva.

Abstract: This article presents the necessary theoretical basis to teacher formation with a reflective practice for the permanent confrontation between the pedagogical theory and practice, as a result of considerations on teacher formation for the reflective practice on and about the pedagogic practice, assuming that this kind of practice qualifies the educational action and allows the enlargement of horizons in the perception of the contextual and specific reality and enables a creative and efficient pedagogic process.

Keywords: Teacher formation; theory-practice relation; reflective practice.

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Issue

Vol. 14 No. 2 (2009)

Section

In Focus

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