The knowledge of to know to teach in the formation of teachers of basic education: a study of courses to train teachers in the State of São Paulo

• Grant number: 09/08311-0
• Support Opportunities: Regular Research Grants
• Start date: September 01, 2009
• End date: November 30, 2011
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Ivanise Monfredini
• Grantee: Ivanise Monfredini
• Host Institution: Universidade Nove de Julho (UNINOVE). Campus Memorial. São Paulo , SP, Brazil

Abstract

With this research we want to understand the formation (or not) knowledge as an articulator of the teacher professional condition and their work, in the courses to train teachers for to teach in the series at the end of fundamental education (6th-9th years) and high school. It was established some specific objectives: 1 - analyze the initial formation of teachers in the State of São Paulo in the courses to train, including the significant and differentiated experiences developed, identifying as the knowledge is there significance, considering the six aspects that characterize this knowledge (by Carvalho 1992); 2 - identify how is considered their place in the school, by actors in the courses to train teachers, as well as between researchers representatives of the thematic; 3 - identify as is established the relationship between theory and practice in teacher formation; 4- identify which relationships are established between the proposed policies for teacher formation and the meaning found in the courses to train teachers in relation specifically to knowledge; 5 - identify which relations are established between the meaning of knowledge and the and conditions of work and employment of teachers and coordinators in the institutions that train teachers; 6- to monitor the implementation of National Policy on Teacher Formation. A search will is developing by the quantitative and qualitative approaches to finding the information provided, to its analysis and interpretation. Initially seek information from the database of INEP and MEC, in addition to sites of educational institutions, making triangulation techniques with qualitative research, using the three approaches described by Duarte (2002) - bibliographic, documentary and empirical, especially semi-structured interviews - that will identify the knowledge as an articulator (or not) of the teacher professional condition and their work. (AU)