THE ARTICULATION BETWEEN THEORY AND PRACTICE IN TEACHER TRAINING: LIMITS AND POSSIBILITIES IN BRAZILIAN PUBLIC SCHOOLS

Abstract

This study analyzes the articulation between theory and practice in the training of teachers in public schools, based on a qualitative investigation carried out in a school in the interior of Bahía, Brazil. The objective was to understand how teaching knowledge is built in everyday school life and until this point in initial training and continues to contribute to the professional development of the educator. Through interviews, questionnaires, document analysis and participant observation, a marked distance was identified between what was taught at universities and what was experienced in classes. However, forms of resistance and innovation also stand out, especially through internal training driven by pedagogical coordination. The study concludes that recognizing knowledge from experience is fundamental for more human, contextualized and meaningful teaching training.