National Curricular Lines

Such element, in the Course of Formation, has the intention to collaborate for the formation of the identity of the searching, reflective and operating professor in the society. Having the practical one of formation to be understood as space that oportunize the efetivao of the knowledge and knowing necessary the professor to problematizar pedagogical practical its, a place of knowledge production, in such a way cannot occur in way any they need to be supervised and based, thus it will only be possible to carry through the joint between practical theory and. (…) the practical one was being each time more, theoretician, that is, distanciada of the reality. Nor if could here more speech in practical as experience, as reproduction of models – that models? Where they were practical the successful ones? What it meant a professor successful? What one expected as purpose of primary education? of Normal education? Which professor was necessary? (PEPPER, 2006, p.44) the Supervised Period of training, therefore, consists in a chance it pupil to exercise the reflection, to relate curricular components and practical and of this to surpass the dichotomy between practical theory and, making possible a notion to it of the future profession. According to Freire (1996, p.24), ‘ ‘ the critical reflection on the practical one if becomes a requirement of the relation practical theory/without which the theory can go turning blblbl and the practical one, ativismo’ ‘.

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