Formação do(a) pedagogo(a): uma experiência em espaços não-escolares

Abstract

The present work aims to analyze, from my teaching performance, the relationship between theory and practice in the education of the pedagogue. The specific objectives are: to outline teacher training in Brazil; identify the challenges of teaching practice; and reflect on the role of the pedagogue in school and non-school spaces. For this, our theoretical framework is based on the following themes andtheir respective authors: stories of professorial life (NÓVOA, 1999); teacher training process (MOITA, 2007); and teaching profession (CAVACO, 1999). As a legal basis, we base teacher training in accordance with the Law of Directives and Bases of NationalEducation (LDB) -nº 9.394 / 96 -and Resolution CNE / CP -nº 1/2006. Methodologically, we use the (auto) biographical approach, presenting my initial and continuing teacher training. The training of a teacher does not occur individually, nor is it builtonly during the course. Formation is a process that permeates a whole life, as it is an action of personal construction and relationship with others. Therefore, we consider that being a teacher is built in a non-linear process. This process is full of learnings, internal and external experiences during initial training, changes and new beginnings and, above all, love for teaching.