Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 NeideCG.pdf: 2272936 bytes, checksum: 1a9cef9cb6438cc832b2df005bc223f9 (MD5) Previous issue date: 2006-10-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study, developed in conjunction to the Pedagogical Practice research line and the Curriculum of Post-graduation in Education Program of UFRN is about investigations on formation of professors and teaching knowledge. Its objective is to analyze fundamental concepts for lecturing and the relationship that establishes between those concepts and the practice of forming professors. We adopted as referential the principles of social-historical approach, in the context of concepts making and development (Vygotsky, Luria and Rubinstein), and of collaborative theoric-methodological approach (Jacullo-Noto, Kemmis and Ibiapina). Collaboration with professors was mediated by diary writing, collaborative observation and conceptual network creation, essential to perceiving the given meanings to concepts that sustain the practice of 06 (six) forming professors from the UFPI Pedagogy Course. Teresina Campus. This way, reflections with collaborator professors allowed to build conceptual networks, in which prominence was given to the meanings of concepts that gave sustaining to their lecturing practices in the referred course, showing a fragmentation and disarticulation between theory and forming practice. They also indicate a need to give new concepts to the meanings of teaching concepts, learning and lecturing of these professors, in a meaning of a greater understanding about those concepts for their effective practice. On the context of collaborative reflection about conceptual networks, it was evident the conflict generated between the meanings attributed by professors and the practice developed in class, pointing to the need of rethinking the articulation between theory and practice not only on the formative process developed, but also on the continual formation of forming professors and on the construction of discussing spaces and materialization of the curricular principles of the Pedagogy Course / Este estudo, desenvolvido junto ? Linha de Pesquisa Pr?tica Pedag?gica e Curr?culo do Programa de P?s-Gradua??o em Educa??o da UFRN, insere-se no quadro das investiga??es voltadas ? forma??o de professores e os saberes docentes. Objetiva analisar os conceitos fundamentais para a doc?ncia e a rela??o que se estabelece entre estes e a pr?tica dos professores formadores. Adota como referencial os princ?pios da abordagem s?cio-hist?rica, no que se refere ? forma??o e desenvolvimento de conceitos (Vygotsky, Luria e Rubinstein), e da abordagem te?rico-metodol?gica colaborativa (Jacullo-Noto, Kemmis e Ibiapina). A colabora??o com os professores foi mediada pela escrita do di?rio, a observa??o colaborativa e as sess?es de reflex?o colaborativa, essenciais para apreender os significados atribu?dos aos conceitos que d?o sustenta??o ? pr?tica de 06 (seis) docentes formadores do Curso de Pedagogia da UFPI Campus de Teresina. Deste modo, as reflex?es com os professores colaboradores permitiram construir redes conceituais, nas quais foram destacados os significados dos conceitos que davam sustenta??o ?s suas pr?ticas docentes no referido curso, evidenciando uma fragmenta??o e desarticula??o entre a teoria e a pr?tica formativa. Apontam, ainda, para a necessidade de reconceitualizar os significados dos conceitos de ensino, aprendizagem e doc?ncia desses professores, no sentido de um maior entendimento quanto a esses conceitos para a efetiva??o de sua pr?tica. No contexto da reflex?o colaborativa sobre as redes conceituais, ficou evidente o conflito gerado entre os significados atribu?dos pelos professores e a pr?tica desenvolvida em sala de aula, apontando para a necessidade de repensar a articula??o entre teoria e pr?tica n?o s? no processo formativo desenvolvido, mas tamb?m na forma??o continuada dos professores formadores e na constru??o de espa?os de discuss?o e materializa??o dos princ?pios curriculares do Curso de Pedagogia