A pedagogia histórico-crítica como fundamento da formação docente

Abstract

The general purpose of this work was to investigate the contributions of Critical-Historical Pedagogy to teacher education. For such, we searched for theoretical support in authors like Saviani (1984; 1987; 2003; 2005; 2005b; 2007; 2009; 2011 and 2013), Libâneo (1994; 2004; 2012; 2015), Vygotsky (1993) and Gasparin (2002; 2003; 2005; 2007; 2012; 2015). As a guiding problem, we propose: How can Critical-Historical Pedagogy contribute to teacher education? To reach the goal, the theoretical and methodological principles of the critical-historical approach were adopted, which guided the planning and the realization of a Teacher Training Proposal, the educational product of this research. This Formative Proposal had as its objective to present Critical-Historical Pedagogy as the foundation for the organization and development of school pedagogical work. It was developed in 10 classes, with a teacher who teaches Mathematics in Elementary II and High School in a State School in the city of Jataí, in the state of Goiás. As instruments of data collection, besides the observation and the direct monitoring of the teacher during the execution of the Teacher Training Proposal, two interviews were adopted. One interview was held at the beginning of the Teaching Training Proposal, and the other at the end. The analysis and interpretation of the data were based on the record of the teacher's follow-up and on her reports, collected during the Formative Teaching Proposal and the interviews.