Saberes presentes em situações conflitivas da prática de ensino de professores que atuam em curso de graduação na área contábil

Abstract

Conflicting situations of educational practice, experienced by teachers, point out dilemmas and / or interesting experiences, the events that occurred in a given context are described in detail. As a reflexive tool, practical situations allow the teacher to rethink his actions and recall the knowledge mobilized in the face of the situation, to later be analyzed, discussed, rethought and modified by other teachers. The present study aimed to analyze the types of knowledge present in conflicting situations of teaching practice experienced by teachers who work in an undergraduate course in the Accounting area. For this, a descriptive research with a qualitative approach was carried out, whose data were collected through an in-depth interview with three teachers who proposed them to collaborate; the data were analyzed using the content analysis method. It was possible to verify that the problems identified in the three narratives deal with the following themes: a) Gatekeeper as a strategy for the management of learning in Higher Education; b) Resilience and professionalism in the presentation of a new university class format; and c) The student's daily life as an opportunity for the practical meaning of the contents. Depending on the problems detected and the strategies adopted, three types of situations were identified: a) Precedent (P01R); b) Precedent and Parable (P02C); c) Precedent (P03L). It was also found that, in some difficult issues, teachers mobilized a set of knowledge and skills, which proved to be plural, heterogeneous and from different sources, as follows: pedagogical knowledge of the content; knowledge of the curriculum; general pedagogical knowledge; knowledge-in-action-and-about-action; knowledge of students and their characteristics; knowledge of the purposes and values of education. When facing conflicting situations, teachers mobilized and put into action knowledge, skills, beliefs and values, explaining them, recognizing them and trying to modify them to meet the demands and complexities of teaching. It was concluded that conflicting situations are presented as a powerful tool for the professional development of teachers and for a better understanding of the learning process of the profession.