Quem conta um conto aumenta um ponto? Reflexões sobre as características do bom professor na visão dos pedagogos

Abstract

This monograph work discourse about a good teacher, named also as educator or master. We do not detain on nomenclatures or denominations, but rather referred the person a teacher is and his features. To better understand, initially we introduced to the discussion the Education and Pedagogy; once these two issues are strictly connected to the Professor occupation. When dealing with Education, we addressed in informal and formal aspects referring the formal aspect to primary and high school education. Then we discussed about pedagogy, pointing possible definitions. We still spoke about its history to the present day, ending our analysis with teaching trends suggested by LUCKESI (1994). Thus, treating about the person who pursues the activity of pedagogy, we reached our central issue. By writing about the educator, we exposed his challenges as such. In this chapter, we talked about the teacher / educator we wish to have. About the desires that we carry for your practice, your way of being and to show off as a teacher who is committed to the education we think as valid. ALVES (1982), BRANDÃO (1982), LIBÂNEO (1999), GHIRALDELLI (1991), TARDIF (2002), ENGUITA (1989) and SAVIANI (1995) were some of the authors who influenced us on the reflection we made about the teacher / educator. In order to follow up and seeking to bring new elements to the work in question, we decided we would undertake questionnaires with teachers in training or already graduated. By doing so, we devoted a chapter to the analysis and discussion of the responses obtained with the application. This analysis allowed us to understand a little more about the dilemmas, uncertainties, and challenges surrounding educators. So with all these elements and discussions aforementioned, it was concluded that the good teacher is not a professional trained in our universities, with numerous courses and specializations. That is, although essential, initial training is not enough. The good teacher is created with practice, in the classroom, when it is sensitive to the needs of their students, when it is part of the educational process and when understands that the true teaching goes beyond content and lessons. He teaches and about life.