THE CONCEPTIONS OF DIDACTICS OF UNDERGRADUATES IN PEDAGOGY BASED ON THE CONCEPTION OF SEMI TRAINING IN ADORNO

Abstract

This paper focuses on the conceptions of Didactics of undergraduates in Pedagogy based on the conception of semi training in Adorno. The study was conducted into the discipline Teaching Training in the Academic Master Course of the Post Graduation Stricto Sensu Program in Universidade Estadual do Ceará – UECE. This research was guided by qualitative assumptions of exploratory prospective, using as procedures for data collection the analysis of documents and the narrative present in Memories Diaries written by undergraduates registered in the discipline of General Teaching in the course of Pedagogy at UECE. The data analysis revealed some didactic concepts which point out to some signs of the limits, inconsistencies and incompleteness training of teachers and the paths drawn by universities, public policies and government agencies in promoting training courses for teachers. This also reveals perspectives of dissociation between the theoretical and practical dimensions, between scientific and curricular knowledge, and pedagogical and experiential knowledge, designed from the daily exercise in classroom, in other words, only by practice. Amid conflict contexts, they also provide conceptions that lead to certain proposals for discussion, reflection, critique, change and reconstruction of the field of knowledge of Didactics. Thus, prospects for a Didactics that fosters unrest and changes into the teaching and learning process, into training and teaching work, into the reconfiguration of teaching identity itself, into the way they face themselves, their profession, and into the world in order to humanize and emancipate the human being.