As teorias da aprendizagem na formação continuada dos docentes que atuam em instituições de ensino de Nossa Senhora do Socorro - SE

Abstract

This dissertation, linked to the Graduate Program in Education (PPGED) at the Federal University of Sergipe (UFS) through the research line "Teacher Training and Practice" and the Research Group "Teacher Training and Practice – INTERACTION," posits that teacher education is an ongoing process, beginning with initial training and continuing until the last day a professional teaches in the classroom. However, this professional development goes beyond the acquisition of specific knowledge related to the taught curriculum components. It requires teachers to understand pedagogical, socio-emotional, cultural, teaching and learning, cognitive, and environmental concepts. In this regard, learning theories serve as a bridge for understanding and constructing effective teaching strategies that consider different learning styles and the developmental stages of each student. Therefore, the main objective of this research is to understand the acquisition, recognition, and applicability of learning theories during the training process of teachers working in educational institutions in the municipality of Nossa Senhora do Socorro - SE. This educational research adopts a qualitative approach, aiming, through questionnaires and semi-structured interviews, to characterize the profile of professionals, their demands, difficulties, and the solutions they apply in the classroom during the learning guidance process. Data analysis was carried out using Bardin’s (2016) Content Analysis method, which involves screening and categorizing the collected information. The data revealed that there is a difficulty among the investigated teachers in recognizing and characterizing the theoretical strands of learning, with a notable resistance to referencing the behaviorist approach. However, regardless of each teacher's epistemological inclinations, the importance of all learning theories in both initial and ongoing teacher education was evident, considering the various learning styles of students in the classrooms of the studied municipality.