POETICS OF THE TEACHER EDUCATOR IN TEACHING DEGREE COURSES

Abstract

This article aimed at understanding the purposes and characteristics of the theoretical-practical activities of teacher educators, considering the implications for the training and performance of these teachers in teaching degree courses. In the methodological organization, the compreehensive interview, as proposed by Kaufmann JC (2013) and Silva RF (2012), is presented as a method that aligns with the problem and the object of the research, consistent with the phenomenological-hermeneutic conception. In the grounded theoretical construction, the interlocutors’ statements are used as an instrument for analyses, discussions and construction of knowledge. The discussions were referenced based on the contributions of Freire P (1996), Morosini MC (2006), Gatti BA (2019) and Franco MARS (2012). Multifaceted teaching requires the teacher educator to articulate activities of teaching, research, extension, planning, teaching techniques in basic and higher education courses, among others. It is understood that the poetics of the teacher educator is to be trained continuously in the teaching practices. The results show references on multifaceted teaching and teacher educators, considering the appreciation, construction of identity and performance in the process of training teachers. At the same time, the meanings of teaching are removed from invisibility through the subjectivation of formative practices and the objectivation of teaching.