O lugar da reflexão na formação inicial de professores

Abstract

Reflecting on past actions, thinking and basing future actions on these reflections, is a capacity of the human beings as rational beings. However, in teaching, this action needs to be done intentionally and critically, in order to achieve the objectives defined for a particular student, so configuring the classroom as a research space so the teachers can evaluate their own pedagogical actions. So, this article aims to discuss the importance of the reflection for the construction of the teaching practice, and also about the necessity of the reflection be stimulated already at the beginning of the teacher training process, with the insertion of students in school contexts. With this in mind, we investigated this kind of practice in the Institutional Program of teaching introduction Scholarships (Programa Institucional Bolsa de Iniciação à Docência – PIBID). In order to do so, a qualitative research was carried out, using different techniques for collecting data: naturalistic observation, field diary, semi structured interview and class record book. The literature review is based on Zeichner (2008), Contreras (1997), Giroux (1990), Pimenta (2008), Gómez (2015), Schön (1983, 2000) among others. Through the analysis of the obtained results, it was possible to conclude that the practice based on critical and collaborative reflection is fundamental for the construction of teachers.