O professor formador e as relações com os seus saberes profissionais

Abstract

This article aims to present a survey with teacher educators at a university in southern Brazil which investigated the relations teacher educators establish with their professional knowledge in licenciature courses. lt is based on theoretical studies developed by Marin and Giovanni (2007), Roldao (2007), Charlot (2000, 2001, 2005), Pimenta et al. (2005), Marques (2003), Tardif (2002), André (2001), Gómez (2001), among others researching the teachers training. Data were collected using the knowledge swing technique and interviews with teacher educators from different oreas of knowledge of licenciature courses of a university in southern Brazil. lt is noteworthy that the knowledge swing technique is used by the ESCOL team in France, which was coordinated by Charlot and by Brazilian researchers including Dieb (2007) and Lomonaco (2002). Data revealed that teacher educators establish conflicting relationships with specific and pedagogic types of knowledge which generate aggrement and disagreement points between theory and educational practice and have implications in the view of the researcher/ reflective teacher. The study also shows that teacher educators feel both anxious and deceived facing the deterioration of the ímage and social status of teachig as a profession, whích leads to isolation and, in sorne cases, to professional frustration.