Aprendizagem Da Docência No Parfor: Refletindo a Partir De Determinações Sócio-Históricas

Abstract

This article is a theorical essay that intends to analyze the socio-historical determinants that constitute the learning process of teaching in a teacher training course offered by PARFOR. The undertoken discussion is about the result of research developed in a Master's in Education course and is theoretically based on the categories historicity and mediation, which are based on Historical-dialectical Materialism. In addition, the literature that deals with the learning process of teaching in teacher training courses, above all, research and articles from the last five years are essential for the analysis that we propose. The results of this study have shown that, by participating in PARFOR, teachers have the opportunity to learn teaching and advance from the condition in which they were previously. However, it is undeniable that the precarious conditions of permanence in the course and the objective and subjective conditions of the course participants are related to the positive or negative meanings attributed to the effectiveness of this policy for the training of Brazilian teachers.