For Teaching Reflected in teacher training

Abstract

Didactics is a field of knowledge that has been present in Brazilian teacher training since the first half of the 20th century with different approaches associated during this course. The discussion presented aims to point out the need for a reflected Didactics based on a critical approach. As a theoretical foundation, the epistemological assumptions of the field of knowledge in question were used, taking as a reference and starting point the writings of his precursor, Comenius. The study was carried out based on data collected through questionnaires with undergraduate students from different courses at a public university in Paraná at two moments: at the beginning of the Didactics course and after its completion. Data analysis was based on Discursive Textual and Graph Analysis that highlighted social representations about Didactics and teaching. The data show that in the first collection, the look at teaching and Didactics shows a position more focused on a traditional and prescription approach to teaching, while, in the second moment, there is a more reflective and critical perception regarding the intentionality of teaching and how Didactics does not just refer to methodology or method. We consider that the critical perspective of Didactics, when developed throughout the training process, contributes to the (re)signification of opinions and beliefs about teaching, meaning them with theoretical, experiential elements and elements of the training and school context.