Integração entre teoria e prática nos programas de formação de professores

lições de três experiências internacionais

Resumen

This work is part of a larger project whose objective was to study curricular changes in teacher training programs based on a comparative approach. We studied the curriculum of three universities (Harvard, Universidade do Minho and Universidade Federal do Triângulo Mineiro [UFTM]) from three different countries (USA, Portugal and Brazil) in the last two decades. To reach our goals, in addition to literature review and document analysis, we visited the universities, made observations and interviewed teachers and students. We use methodologies of content analysis and comparative education to analyze data. The results highlighted that the practice-centered program prevails in American education; that an approach focused on praxis is emphasized in Portugal; and that there is a search for a historical-critical orientation in Brazil (revealed mainly in the teachers' discourses), with a strong multicultural tendency in the last curricular policies. Our findings have helped us understand how these three universities make connections between theory and practice in training their teachers. The data collected drew attention to the Harvard Teachers Fellows Program (HTF) in the USA, and PIBID in Brazil. PIBID was cited as one of the most important policies in Brazil in the search for improved teacher training, connecting universities and basic schools, integrating theory and practice and creating more meaningful interdisciplinary practices. Despite its significance, the PIBID is in danger of extinction due to changes in educational policies in the country, and was partially replaced by the Pedagogical Residence. We believe that the study of these experiences from a comparative point of view can help curriculum planners, higher education managers, and policy makers in the field of teacher education to develop courses / programs that are neither overly pragmatic nor highly idealized and unrelated to everyday school life.

 Keywords: Teacher training; educational politics; curriculum.