Experiência e competência no ensino: o diálogo do conhecimento pessoal com a ação na construção do saber ensinar

Abstract

This study treats of the relationship between experience and competence in teaching as manifested in the daily professional work in education in the c1assroom. The study makes a quality assessment of an exploratory nature among teachers in public schools taking into consideration their personal and professional history as well as their teaching experience. With this in mind an analytic picture was made based on action theory. Attention was focused on epistemological practice trying to understand the dialogue between personbal knowledge and action. The teachers who took part in this research showed they had a critical outlook in relation to the demands of formation although not discarding these definitively. They choose practice as a criterion for validation and associated the changes in formation know-how with the practice acquired in their professional careers. At the same time professional experience constituted the space for learning and the organizational method for competence.