FORMAÇÃO E PROFISSIONALIDADE DOCENTE: A PEDAGOGIA COMO BASE DE SABERES E COMPETÊNCIAS DO PROFESSOR

Abstract

This is a paper that presents reflections constructed from a bibliographic mapping about the knowledge and skills necessary for teaching practice, on perspective to resume some principles and trends that defined the approaches and practices in the field of teacher education and professionality in the intercourse of the decades of 1990 and 2000, from the discussion based on the Epistemology of Practice and the Pedagogy role in this process. Discusses the prospects of the "Reflective Teacher" as a expressive example of Epistemology of Practice as an explanatory model about the construction of teaching knowledge. It discusses the concept of teacher professionality and, considering the specificity of Pedagogy as Educational Science, it proposes that the knowledge and skills that the teacher needs to be designed as a production in context on the interface between theory and pedagogical practice, breaking with the idea that teaching is a technical exercise of reproduction of knowledge - doings.