JOB TITLE: TEACHER TRAINING: PEDAGOGICAL ETHOS TO THE PLURIVALENCE OF DIDACTIC FORMS FOR THE EARLY YEARS
Autor: Araújo Dutra Nogueira, Surama
Date of document: December, 19-2019
Abstract: It’s common to come across academic work and researches in the education sciences that talk about the teaching formation. These works seek to fill in the gaps that refer to the flaws in teaching practice in relation to the application of the necessary formal knowledge to the student‟s school curriculum. Several paths are pointed out as possible solutions to this problem and this academic work, which inserts within the scope of analysis of teaching practices, will incorporate in its scientific exhibition the relationship between theoretical knowledge and classroom practice from the perspective of plurivalence as a diffuser point in terms of the solution to the presented questions. The educational stage chosen for this research is the Early Years, knowing that this is the moment when other skills, and not only the theoretical knowledge of the teacher, are required. It is at this point that we turn back to the moment of teaching education, and in this way how plurivalence can assist this professional in accomplish of their duties in the locus of their performance, the classroom. In order to caption the teachers‟ perception regarding the scope of this dissertation, we used as methodology the development of an individual interview and later a focus group conducted with professionals from the city of Patos – PB.
Keywords: Teaching and plurivalence. Educational theory and practice. Initial years. Skills and abilities. Teacher training.