Teacher knowledge as a student: socialization practices by pedagogical reflection

Abstract

The teaching knowledge starts from the premise of reflection and dialogue of the practices experienced by the teacher. Thus, the objective of this research is to analyze the main discussions of the research project ‘Teaching Knowledge of Students of the Pedagogy Course - PARFOR (National Program for Basic Education Teacher Training). The method adopted was through dialogued workshops, with a total of four workshops with themes and discussions about teaching knowledge, entitled as: ‘The teaching practice in the classroom’; ‘I woman, I academic’; ‘Pleasure and Suffering in teaching practice’; ‘The academic life’. The new epistemology of knowledge leads the teacher to reflect in a critical perspective to find a solution, but also to learn new knowledge and transmit in their work / school context.