A Formação docente no fazer e refazer da prática pedagógica

Abstract

This work dealt with formative actions that were developed by Educational Practice in Movement (GEPEM) at Universidade Federal do Rio Grande do Norte (UFRN). This group aims to transform the way education is carried out. This is done either through intervention or in research considering that school has an explicit objective, to change action, and this presupposes an educator formation process. The methodology used is a reflection on educational practice, aiming to built knowledge that can be generalized to other realities. The analysis of the group s prior work was done considering what has been used as a parameter for decision making, the regularity in the process itself, all of which allowed the identification of their principles, once these were always mentioned in the documents that were analyzed. Some principles for formative actions of the GEPEM were identified: the subject as a social historical being is part of a given community; knowledge is built through social relations and local reality is a content generator; dialogically, collective construction and awareness process. The research also pointed out four characterized organizers, parameters and action criteria that make articulation with practice possible. Thus, these are used in order to analyze two initial formation proposals (secondary and higher education) of rural settlement educators