O uso dos casos de ensino no processo de qualificação da didática e da docência na educação básica

Abstract

This thesis, developed within the scope of the Graduate Program in Education at the Universidade Federal de Lavras (UFLA), linked to the Teaching Professional Development Research Line, pedagogical practices and innovations, and to the CNPq Research Group on Teacher Training and Pedagogical Practices (FORPEDI), presents the results of the research investigating the contributions teaching cases as a strategy for qualifying teaching and didactics by teachers in primary and public education. The research aimed to analyze the potential of using teaching cases in the teacher training process, identify the contributions of teaching cases to developing didactic thinking and posture, and develop a training proposal using teaching cases focused on didactics. The studies by André and Oliveira (1997), Candau (2014), Gatti (2009), Libâneo (1994, 2014), Mizukami and Reali (2002), Nono (2005), Nono and Mizukami (2002), Saviani (2018), Shulman (1987, 1992, 2002) and Wassermann (1993) who indicate teaching cases as an essential instrument for Didactics and qualified and conscious Teaching were used as theoretical support. Furthermore, these authors promote the search for innovative research on Didactics and teaching that goes beyond the idea that theory and practice are disconnected. This is qualitative research of an exploratory nature, which included the application of a questionnaire, interviews with participants, and a teacher training program. The research consisted of the proposal of training, more specifically, an extension program considering teaching cases as support for qualifying Didactics and teaching. Therefore, the activities of the training program were planned to take place in November and December 2022, over 20 hours, with 10 hours of studies at home and 10 hours of meetings at the Department of Educational Management, Teaching Theories, and Practices (DPE) of the Universidade Federal de Lavras. The research revealed that the relationship between didactics and teaching involves aspects that do not dichotomize theory and practice. Therefore, teaching cases are considered training instruments that lead the teacher to seek a vast area of knowledge, especially concerning pedagogical content knowledge. The participating teachers felt provoked to reflect on their teaching practices, notably regarding literacy, reevaluating and giving new meaning to didactic situations developed in the classroom. Teacher training, based on the use of teaching cases, was significant for the teachers involved, as they revealed in their speeches and records of teaching cases aspects of reflection and review of routes in their teaching action.