Practical curricular training of teachers

Abstract

Based on the premise that the practical dimension must be consideredin the initial training of teachers, we understand that curricular training, ifwell founded, structured and oriented, is relevant to the curricular outlook ofthe practical training process for future teachers. This article presents somereflections and discussions, stemming from a qualitative investigation, aboutthe importance of the role of curricular training in the practical preparationof the students. The subjects of this research are students who have finishedthe Teacher Training Course at the University of Paraíba Valley (UNIVAP).Based on the interpretation of different authors (LIMA, 2001; TARDIF,2002; PIMENTA, 2001; GÓMEZ, 2000), we understand practice as praxis,since, in being permeated by a process of reflection, it can be constructedand reconstructed, with a view of transforming the school. Thus we see thepractical learning considered to have been achieved during the training in thereports presented and in the students’ discourse. We analyze the data collected,in the light of the theory studied on the practical and professional trainingof teachers. We identify the favorable and unfavorable aspects of practicalcurricular training from the space/time point of view, which is also intendedto promote practical knowledge in teacher training. Finally, we propose newperspectives for the orientation and execution of practical curricular training ofteachers, centered on the relevance of practical training and on the articulationof all the disciplines on the training course.