Formadores docentes na universidade e o distanciamento da educação básica

Abstract

This thesis is inserted in the field of teacher training and is qualitative, documentary research. It aimed to analyze the relationship between teacher trainers at a federal university and elementary education, based on four categories of analysis of their curriculum: 1- Graduation; 2- Post Graduation; 3- previous employment experience as teachers in elementary education; 4- current research project. The teachers whose CVs were analyzed belonged to the Education, Literature, Mathematics and Music institutes. As a theoretical reference, we are guided by the discussion about teacher training from the perspective of theorization of teaching ages (Tardif, 2013), both nationally and internationally. Added to this framework are authors who investigate the topic of teaching experience and its role in professional development, such as: Gatti et al. (2019); Gauthier et al (1998); Nóvoa (1999); Saviani (2019); (Schön, 1982) and Zeichner (2010). In conclusion, after analyzing 484 CVs, the data indicate that the teaching staff for Basic Education is composed, for the most part, of bachelors who, in their postgraduate studies, research topics with little or no relation to elementary education; who do not have significant previous work experience in schools in this segment and; who continue to develop research projects little concerning elementary education. This panorama reinforces criticisms about the dichotomy and alienation between theory and practice in these institutions, as well as the denunciation of training graduates as appendices to bachelor's degrees and/or researchers.