Teaching for the basic education: psicossocial perspectives of the teacher formation

• Grant number: 09/53361-5
• Support Opportunities: Regular Research Grants
• Start date: February 01, 2010
• End date: January 31, 2013
• Field of knowledge: Humanities - Education
• Principal Investigator: Clarilza Prado de Sousa
• Grantee: Clarilza Prado de Sousa
• Host Institution: Fundação Carlos Chagas (FCC). São Paulo , SP, Brazil

Abstract

This research project parts from the presupposition: that the teaching for the basic education should be understood in its form and context, if the risk of considering the teacher as an isolated agent in the obtaining of a quality teaching is to be avoided. The purpose of the project is the accomplishment of researches that discuss the educational actions and the quality of teacher formation, articulating them to the social context and to the teacher's subjectivity; manifested inevitably in his/her teaching. The project was structured considering five studies domains in order to extend the discussions .about the chosen subject and to provide a deeper analysis of different aspects of the teaching activity for the basic education, that are: processes; of constitution, of the teaching professional activity; teacher's movements of identity; knowledge, practical of formation and the symbolic field; the question of the other in the constitution of the teaching subjectivity .and the transformation of the social representations ion the future students - the egresses one year after the formation. It aims to constitute a knowledge on the formation for teaching professionals activity In the basic education; considering, the psicossocial perspective in the theory of the social representations *and to consider alternatives for a change in the courses of teaching formation aiming the improvement of the work in basic education. The coordination of this Project is located at the Department of Educational Researches of Carlos Chagas Foundation (São Paulo, Brazil) through International Centre €or Studies in Social 'Representations and Subjectivity - Education. (AU)