Crenças enunciadas vs. crenças postas em prática: Um olhar sobre as crenças pedagógicas dos professores em formação por meio da interação na aula
DOI:
https://doi.org/10.17533/udea.ikala.15013Palavras-chave:
formação docente, crenças, interações na sala de aulaResumo
Este artigo estuda a relação entre o conhecimento pedagógico e sua prática na sala de aula. Dois professores em formação em línguas estrangeiras no ensino fundamental, no último ano de formação docente, foram os participantes da pesquisa. Entrevistas e observações de aula foram os métodos de coleta de dados utilizados, enquanto a análise do conteúdo foi o enfoque analítico. Este artigo ocupa-se da comparação entre as crenças pedagógicas propostas (tal e como se manifestam na entrevista) e a forma em que se materializam (tal e como se articulam na interação na sala de aula), com o objetivo de lograr uma melhor compreensão da relação entre as crenças e a prática docente. Embora os resultados sugiram relações de coerência importantes entre as crenças e a ação docente, há também evidências de relações incongruentes.
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