| dc.description.abstract | This thesis aims to analyze graduates’ perceptions about their teacher education received
in a Portuguese and English Language and Literature undergraduate course at a Brazilian
federal institution. The main objective of this study is to point out the repercussions of the
course when the need for reconfiguring educational practices appears, highlighting those
focused on innovation. This study was developed under a qualitative research approach and makes use of data triangulation from a questionnaire (conducted with eighteen graduates from the course), individual and semi-structured interviews (conducted with eight graduates selected after answering the questionnaire) and data from the Focus Group (conducted with the same eight graduates). The data collected were analyzed using principles of Content Analysis. The analysis used theoretical studies on Teacher Education, Curriculum Studies, and Innovation. The theoretical framework of Teacher Education regards historical aspects, curricular policies, and debates around the theme, under the logic of neoliberalism and educational reforms as posed by authors such as Gatti (2009, 2010), Charlot (2013), Santos and Diniz-Pereira (2016), and Pacheco and Pestana (2014). We sought to relate such topics to Curriculum Studies, as proposed by Moreira and Candau (2007), J. A. Pacheco (2014), and Sacristán (2013). Regarding
the strengthening of teaching professionalism, we consider the contributions of authors such as J. A. Pacheco (2019), Nóvoa (2017, 2019) and Tardif (2002). Finally, educational innovation was approached by mapping the concepts and meanings engendered in contemporary literature, as presented by Cunha (1998, 2006), Carbonell (2002; 2017), and Sancho-Gil (2018). This research made it possible to identify that the teacher training within the course under study enabled possibilities for reconfiguring educational practices aiming at innovation. The research made it possible to identify that the Letters course enabled the construction of professional teaching knowledge through an emancipatory perspective that mobilized reconfigurations in the educational practices of the graduates towards innovation. These reconfigurations are linked to a dialogical and reflective formative trajectory based on a professional teaching knowledge that promotes the relationship between practice and theory. This research revealed that the educational practices developed in the course engendered innovative practices that ruptured the traditional teaching and learning, allowing knowledge reconfiguration and the reorganization of the theory and practice relationship. | en |
