Concentration 3:  Public Schools, Teacher Formation and Pedagogical Practices

Research developed in this concentration focuses on public schools as an element of social change and on the emancipatory possibilities of school knowledge as it relates to (also emancipatory) teaching staff formative processes – bachelor’s courses and continuing professional development – reflecting specifically on how teachers’ formation comes to play into their pedagogical practices. We aim to analyze the relationships between public policies, teacher formation programs and pedagogical practices by means of research on the formation and professional activities of teachers and educationalists involved in K-12 and higher education. Such research problematizes the following aspects: the constitution of a teaching identity; entering the job market; professional development; the approach of socioeconomic class, race and ethnicity, gender and sexuality. This degree concentration is founded on the understanding that pedagogical actions are situated theoretical-practical activities shaped by the material conditions of those involved, in particular the conditions pertaining to their lives and work.

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