SABERES DOCENTES, PRÁTICAS EDUCATIVAS E FORMAÇÃO DE PROFESSORES: DESAFIOS, POSSIBILIDADES E DIREÇÕES FUTURAS

The aim was to analyze the process of constitution of the field of teachers’ knowledge, especially from its relations between the contexts of teacher education and educational practices. In this way, an attempt was made to put into perspective the potential and development of this field, its current challenges and possible future directions. Through a theoretical essay, three axes were thematized, which permeated the following engenders: 1) conceptual aspects and theoretical foundation of this field; 2) presentation of some typologies and classifications currently found on this theme; 3) contextualization about the idea of knowledge reservoir mobilized in pedagogical practice and its implications nowadays. It is concluded that an analysis of teachers’ knowledge encourages new ways of understanding the relationship between professional education and professional practice. This perspective offers analytical structures supported by new paradigms linked to teaching and learning processes based on the idea of professionalization. In the meantime, several analogies can be listed in the perspective of amalgamation of teaching knowledge, so that we propose to analyze it anecdotally as a "watercolor of knowledge" in the light of a kind of color palette in a watercolor used by the teacher during his everyday professional actions. Thus, analyzing the process of elucidation of pedagogical practices in the light of teaching knowledge presents itself as a fruitful field of action and scientific investigation that deserves to be fostered and explored in view of its possibilities of collaboration with research in the field of education.