O Que uma psicóloga em formação pode aprender sobre a formação de professores: análise de uma vivência.

Abstract

This study is about the continued training for teachers in the perspective of teaching valuation. We developed the discussion based on an internship experience in School /Educational Psychology occurred in 2016 at the School of Permanent Teacher Training (ESFAPEM), located in the city of Sobral, Ceará. The education of this city has enabled it to stand out due to the high indexes reached in the External Evaluations, gaining great visibility in the national media. Thus, some studies have pointed at the School of Formation as an important collaborator in these results. In view of this, we seek to discuss in this work about the format of the training offered by ESFAPEM to the teachers of Sobral, as well as to know their conception about the figure of the teacher and to carry out an analysis of the theoretical and methodological assumptions that have been based on such trainings. In the theoretical reference, we developed a contextualization of the Brazilian educational conditions of the last decades of the twentieth century that stimulated the creation of the policy of permanent training in the country. We also seek to present a legal and conceptual reference about the continuous improvement beyond the different training approaches. As methodology, we seek to base this writing on the internship experience itself, and, to understand the method, we use the concept of the term "Experience" developed by Jorge Larrosa. In the discussion, we dealt with the Dialogical Education, the Socio-historical Approach, the Triangular Approach and the Biocentric Education as possible theoretical-methodological assumptions of the trainings. In the final considerations, we explain that, as a differential and innovative factor of the ESFAPEM, the presence of the knowledge of Psychology linked to that of pedagogy has been of fundamental importance for the development of a continuous training of excellence.