KNOWLEDGES IN DIALOGUE IN THE LEARNING OF BEING A TEACHER

Abstract

In this paper, we analyze the constitution of trajectories of teacher actions, in two processes of didactic elaboration for the teaching of the genre short story, with an emphasis on African literature, in classes of the first year of high school. As a theoretical-methodological orientation, we assume a socio-historical perspective. The results indicate that, during the training period, the trainee-teachers based their practices in various types of learning, such as the mobilization of different sorts of knowledge in the event of the class, the reflection on the teacher's role, the exercise of autonomy and authorship in the didactic elaboration, and the development of inclusive pedagogical actions.