Formação de professores no curso pré-vestibular da UFSCar do campus São Carlos: uma perspectiva política da docência

Abstract

Traditionally, teacher training in Brazil is more concerned with mastering the contents that are “transmitted” to students than with the critical thinking about the social role of the contents or even with different conceptions of learning which permeate the educational process. In Brazil, higher education institutions are responsible for the training of teachers in pedagogy and in undergraduate courses, other spaces however can contribute to this formation as is the case of popular pre-university entrance courses. In order to collaborate with reflections on the work marks in the Pre-university entrance course at the Federal University of São Carlos (cursinho UFSCar/São Carlos) for teacher training the present work sought to understand the conceptions of teachers who are part of this group of teachers regarding the social function education and the conceptions of teaching and learning that permeate their practices, using textual discursive analysis of the semi-structured changes carried out with four teachers who work at cursinho UFSCar/São Carlos. It was observed that in general such teachers understand the emancipatory and social transformation potential of education being able to recognize and position themselves about the social context, inequalities and injustices present in the lives of their students, in addition in their performance at the classroom they seek to develop critical thinking in students, relating whenever possible the specific content with political, cultural, social issues, among others. However, something common among teachers is that sometimes, although they seem to recognize the importance of critical thinking and to develop such a skill in their students, in practice, they are not very successful, because of their somewhat mistaken view of their practice in addition to having little time to work on an extensive curriculum. In this way is very present the concept of content restricted to its conceptual and pragmatic aspects, which goes back to the Brazilian tradition deeply ingrained to consider that the formation of a critical human being can be achieved through concepts and technical using school exercise training. We conclude that cursinho UFSCar/São Carlos has a positive contribution to the critical and political education of these teachers. However, it is necessary to care for didactic-pedagogical elements that enable a better articulation between theory and practice in the training activities that are developed at cursinho UFSCar/São Carlos, studying the possibility of partnerships with teachers, research groups or even other projects in the educational field.