Teoria e prática na formação inicial em pedagogia: percepções de licenciandas sobre sua futura atuação docente

Abstract

Teacher education is a complex process that involves the articulation between theoretical knowledge and practical experiences developed throughout academic and professional trajectories. Considering the relevance of this relationship to the preparation of future teachers, this study aimed to analyze the perceptions of Pedagogy students regarding the relationship between the knowledge acquired at the university and their future teaching practice. The study was grounded in discussions on teacher education, professional identity, teaching knowledge, supervised internships, and the articulation between theory and practice, drawing on authors such as Tardif (2014), Tardif and Lessard (2011), Nóvoa (2009; 2019), Pimenta (1997; 2004; 2012), Anastasiou (2002), Gatti (2010), Dubet (1994), Libâneo (2001; 2013), Freire (2011), Lelis (2021), Schön (2000), Imbernón (2011), Perrenoud (2001), Silvério (2017), Zeichner (2008), as well as Pimenta and Lima (2004; 2005/2006). The research adopted a qualitative and exploratory-descriptive approach and involved final-year Pedagogy students as participants. Data were collected through a questionnaire composed of open-ended questions, and the responses were analyzed using Bardin‘s (1977) Content Analysis. The results revealed that the students recognize the importance of theoretical knowledge for understanding educational processes and for the construction of teaching knowledge. However, they also pointed out challenges related to connecting university studies with the concrete demands of everyday school life, especially regarding inclusion, classroom management, and the diversity of educational contexts. The supervised internship stood out as the main experience for integrating theory and practice, contributing to the development of professional identity and to a better understanding of the complexity of pedagogical work. It is concluded that initial teacher education plays a fundamental role in preparing future teachers; however, it still requires greater integration between universities and schools in order to strengthen more reflective, contextualized, and reality-oriented educational processes.