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Resumo(s)
O estudo foca a formação inicial de professores do ensino liceal desde a crescente afirmação da legitimidade do Estado Novo na educação, com a extinção das escolas normais superiores anexas à s universidades (1930) e a criação das seções de ciências pedagógicas das faculdades de letras, até à sua reorganização (1969), fruto da pressão da procura social pelo ensino liceal.
Aborda-se o modelo de formação de professores assente na articulação de três componentes: a formação científica no domínio da especialidade a lecionar pelo docente, a preparação científica do mbito psicopedagógico e a prática de ensino. Consideram-se as condições de acesso e o modelo de estágio, enquanto dimensão central da formação profissional. A análise centra-se nas conferências pedagógicas realizadas pelos estagiários.
Recorre-se aos normativos legais e outra documentação arquivística disponível, a par de um conjunto de textos, de diversa natureza, compulsados em diferentes periódicos de educação e ensino, submetidos a análise documental e de conteúdo.
Constituíram-se duas séries de conferências “ 1930-1940 e 1957-1969 “ que permitiram captar temas e problemas considerados centrais na formação inicial de professores, nomeadamente, através da ação dos núcleos de estágio existentes nos estabelecimentos escolares, delineando-se algumas linhas de continuidade temática, bem como pontos de evolução.
The study focuses on the initial training of secondary school teachers, from the growing assertion of the Estado Novo’s legitimacy in education—marked by the closure of the higher normal schools attached to the universities (1930) and the creation of the pedagogical sciences sections within the faculties of arts—to their reorganization (1969), driven by the increasing social demand for secondary education. The study addresses the teacher training model based on the integration of three components: scientific training in the subject area to be taught, scientific preparation in the psychopedagogical field, and teaching practice. It considers the admission requirements and the internship model as a central dimension of professional training. The analysis focuses on the pedagogical conferences conducted by the trainee teachers. The study draws on legal regulations and other available archival documentation, along with a set of texts of various kinds consulted in different education and teaching periodicals, which were subjected to documentary and content analysis. Two series of conferences were organized—1930-1940 and 1957-1969— which made it possible to identify themes and issues considered central to initial teacher education, particularly through the activities of the internship centers within schools. Certain lines of thematic continuity were outlined, as well as points of development. In this context, it should be emphasized that conferences within the Domain of the Teacher’s Subject Specialization clearly predominated over those in the Educational Sciences. Within the latter, attention should be drawn to the dominance, throughout both periods, of conferences focused on school organization and administration. In the Domain of the Teacher’s Subject Specialization, a development in the conception of humanism between the two series studied is evident, alongside continuity, in a significant number of conferences, in stressing the importance of attending to child psychology and physiology, to children’s interests, guided by observation of reality and intuition, and highlighting the need to promote active teaching. In terms of renewal, particular note should be made of the emergence of the issue of group work, supported by proposals from international organizations.
The study focuses on the initial training of secondary school teachers, from the growing assertion of the Estado Novo’s legitimacy in education—marked by the closure of the higher normal schools attached to the universities (1930) and the creation of the pedagogical sciences sections within the faculties of arts—to their reorganization (1969), driven by the increasing social demand for secondary education. The study addresses the teacher training model based on the integration of three components: scientific training in the subject area to be taught, scientific preparation in the psychopedagogical field, and teaching practice. It considers the admission requirements and the internship model as a central dimension of professional training. The analysis focuses on the pedagogical conferences conducted by the trainee teachers. The study draws on legal regulations and other available archival documentation, along with a set of texts of various kinds consulted in different education and teaching periodicals, which were subjected to documentary and content analysis. Two series of conferences were organized—1930-1940 and 1957-1969— which made it possible to identify themes and issues considered central to initial teacher education, particularly through the activities of the internship centers within schools. Certain lines of thematic continuity were outlined, as well as points of development. In this context, it should be emphasized that conferences within the Domain of the Teacher’s Subject Specialization clearly predominated over those in the Educational Sciences. Within the latter, attention should be drawn to the dominance, throughout both periods, of conferences focused on school organization and administration. In the Domain of the Teacher’s Subject Specialization, a development in the conception of humanism between the two series studied is evident, alongside continuity, in a significant number of conferences, in stressing the importance of attending to child psychology and physiology, to children’s interests, guided by observation of reality and intuition, and highlighting the need to promote active teaching. In terms of renewal, particular note should be made of the emergence of the issue of group work, supported by proposals from international organizations.
Descrição
Palavras-chave
Estado Novo Formação de professores Prática pedagógica Ensino liceal
Contexto Educativo
Citação
Editora
Imprensa da Universidade de Coimbra