Ressignificações de estudantes de licenciatura sobre a docência: uma pesquisa-formação alicerçada nos saberes da psicologia educacional

Abstract

In the context of teacher training, becoming a teacher is a process that is simultaneously social, subjective and professional, which takes place through practice and reflection on that practice. In this process, Educational Psychology is one of the foundations of training which, together with other fields of knowledge, provides future teachers with theoretical and practical support to work in different educational contexts. In this sense, this research aims to analyze the repercussions of teaching Educational Psychology on conceptions about teaching in initial teacher training courses. The research constructs come from Cultural-Historical Psychology and the available literature on the teaching of Educational Psychology in teacher training. In turn, the theoretical-methodological assumptions are based on the principles of researchtraining, seeking to integrate the educational process with scientific research from a reflective and transformative perspective. The research is characterized as qualitative, collaborative in nature, and used as a methodological procedure the realization of reflective groups in Educational Psychology classes of two undergraduate courses, through the experience of the researcher in the context of Assisted Teaching. The results were analyzed using Content Analysis and show that: (1) the reflective groups played a crucial role in the construction of reflections on teaching in a way that was linked to the students' personal experiences and stories; (2) contact with the history of psychology as a science and its insertion in education, together with the emphasis on the affective and aesthetic dimension in the education of children and adolescents, led to a broadening of interpretative horizons about educational practices, the teaching and learning process and teaching attitudes; (3) the proximity to the reality of teaching in Basic Education, through reflections on experiences and practices linked to teaching, through case studies, songs, excerpts from books, classroom reports and images, were fundamental for the students' re-significations of teaching and teaching; and (4) the understanding that a teaching praxis that is sensitive and welcoming to the singularities of students is fundamental within the scope of teaching Educational Psychology. The conclusion is that Educational Psychology in initial teacher training contributes, through its theoretical-methodological basis and in conjunction with other scientific knowledge, to reframing students' conceptions of teaching and to building knowledge that enables them to understand teaching in its professional and transformative dimension.