Pedagogical currents, professional education and teachers knowledge: teacher’s profile studie

Abstract

Organized themes can be expressed in pedagogical practices, based on different perspectives of theoretical knowledge, in addition to teachers' experiential knowledge. This study discusses teaching knowledge and pedagogical trends based on studies of educational sciences, in order to understand the strategies of different educational methodologies that are developed in the teaching and learning process. The objectives of this research are to identify the different pedagogical trends that underlie teaching knowledge and work; and to describe the educational lines that form different teaching practices. It is based on research on teaching knowledge and work, according to Tardif, and on the theoretical contributions of educational sciences. The methodology used, a qualitative approach, is based on the study of pedagogical trends, according to Libâneo and Mizukami, which deal, respectively, with educational trends of the 20th century and theoretical approaches to the teaching process, in order to identify teaching methodologies, through a thematic analysis based on the classification proposed by these authors. The contributions of educational sciences and pedagogical studies that underpin the educational methodologies of teaching work are relevant.