Abstract

FRISON, Marli Dallagnol  and  ZANON, Lenir Basso. School Learning and Teacher Training Linked to the Curricular Reconstruction in the Form of Study Situation. Rev. Fac. Cienc. Tecnol. [online]. 2017, n.41, pp.197-215. ISSN 0121-3814.

This text is the result of critical reflections about actions and research related to the training of teachers and its link to education practices experienced in the initial and continued training of science teachers. The study aims to understand issues related to school learning and how they affect the development of human thinking, based on the historical-cultural approach referenced by Vigotsky, Leontiev, and Elkonin.

The process is qualitative in nature and focuses on the development of sense and meaning. It conducts in-depth readings of publications, stories, dissertations, theses, field journals, documents and other records produced in the research group over the past 25 years, in order to generate an understanding about the teacher training processes through connections between the initial and continued training of teachers.

The paper expresses the understandings about school learning and the different stages of development of human thought. The text describes some training practices developed with teachers during their initial and continued training regarding their appropriation of knowledge. Finally, the paper makes suggestions about teaching work and its meaning, advising that the rupture between sense and meaning leads to the alignment of the work, either compromising or distorting said activity.

Keywords : Learning and development of thought; meanings of teaching work; study situation; curriculum and teacher training.

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