Contribuições da didáctica magna de comenius para a formação docente na atualidade

Abstract

This study had as its object of investigation the formation of a teacher. This theme will be worked with a view to developing concepts, competences and skills for teachers to mobilize students for learning. Considering that basic education, in general, has not aroused the enthusiasm of children and adolescents, we look to the History of Education for some experience that would serve as a theoretical and methodological framework to overcome this challenge. In this sense, we find the Didactics built by Comenius and we realize that this theoretician experienced challenges similar to those we experience today, namely, the lack of motivation on the part of the students and the teachers' unpreparedness. From the experience of Comenius, we started to question whether the didactics constructed by him could be considered as a reference for teacher training. We believe that Comenius, given the daily and elementary problems he encountered among children in school education processes, managed to develop not only an answer, or simply a didactic, but, above all, a scientific method of addressing educational problems. And it is precisely, considering this hypothesis, that we believe that Comenius Didactics can serve as a valuable instrument to think about teacher education today. We consider, therefore, that the central problem of this research can be formulated through the following question: What was present in Didactics of Comenius that can contribute to the formation of teachers today? Starting from this problematization, we elaborated the general objective: to investigate elements of the Comenius Didactics that can contribute to the formation of teachers today. This is a qualitative research. Theoretically, the research was based on the writings of Kulesza (1992), Candau (1996), Alarcão (2001), among other scholars, and on Didáctica Magna itself. The methodology used consisted of bibliographic studies on that topic, and the data were collected through semi-structured interviews, conducted with a pedagogical director of a school in the city of João Pessoa. The analyzes of the interviews were carried out according to the theory of Bardin (2011), of content analysis. As a result, it was possible to verify that continuing education nowadays should be developed based on school routine, where educational problems and challenges arise, just as Comenius built his Didáctica Magna and how it is defended by Vera Candau.