| Action | Description |
|---|---|
| PROG I | A program with actions aimed at the continuing training of basic education professionals by training within the profession. |
| PROG II | A program to develop activities involving from formulating film schools to extension courses and film clubs for teachers. |
| PROG III | A program with several actions and projects articulated around the professional teacher training and that of young people and adults and focusing on historically disadvantaged communities. |
| PROJ A | A project in which teachers in initial training work in public schools and participate in meetings to exchange experiences between teachers of these and other public schools within its research and extension group. |
| PROJ B | A project aimed at conducting face-to-face meetings with professionals working in basic education in Rio de Janeiro and with teacher training students. Its activities consider four axes: teacher training, curriculum, evaluation, and the social function of public schools. |
| PROJ C | Its activities train not only teachers, but also students at the involved schools and their families, who participate in inclusion festivals and cine-debate activities on the subject. |
| PROJ D | A project articulating the continuing education of teachers working in municipal early childhood education institutions in Rio de Janeiro and pedagogy students’ initial training. |
| PROJ E | A project that develops weekly practical and planning actions in public schools in Macaé to initiate undergraduate students into biological sciences teaching. |
| PROJ F | It combines education and health in a teacher training project in partnership with the Interdisciplinary Center for Research and Exchange for Contemporary Childhood and Adolescence (Nipiac). |
| PROJ G | It aims to train teachers to pedagogically work with image and text in schools, taking advantage of contemporary technologies. |
| PROJ H | It is based on a vision of cultural identity, dialogue between multiple knowledges, and on valuing citizenship from two aspects: the permanent analysis of teaching in schools and teachers’ continuing training. |
| Action | Document fragments |
|---|---|
| PROG I | Reflections on knowledge and practices in an integrated and interdisciplinary policy of initial and continuing training of teachers training education professionals in dialogue with professionals, schools, and networks. |
| PROG III | Scholarship holders’ regular visits to classrooms and workshops with teachers and literacy teachers. |
| PROJ A | Insertion of scholarship students as co-participants in the involved teachers’ classrooms. |
| PROJ B | […] the university-basic school relationship can offer significant contributions by articulating the knowledge built in the professional experience of teaching in all segments and the scientific knowledge produced in these spaces. |
| PROJ D | Improve training […], provoking meetings and dialogues among teachers working in this field and among them and undergraduate pedagogy students. |
| PROJ E | Expand undergraduate students’ contact with schools by providing experiences in teaching science and biology prior to supervised internships […]. |
| Positions | Highlighted excerpts | Analytic synthesis |
|---|---|---|
| Personal disposition |
“I have the impression that those who go through the extension activity have an experience of the classroom, of the hospital room, of a museum, of an encounter with the other” (PROG II Coord.) “And since I had this very early contact with extension (and right in this area), when I set foot in the classroom for the first time — right in Maré […]. And I came out that day and said: ‘Wow, I’m made for this. I want this for my life, you know?’” (PROG III Student 2). |
We find the development of a personal disposition as it depends on subjects positioning themselves as “being a teacher” and creating opportunities to self-know and self-construct their predispositions for the profession by this positioning, turning it into a personal disposition to becoming a teacher. |
| Professional interposition |
“I think that both extension (with greater force) and the teaching practice are spaces that enable an approximation of being a teacher before really being a teacher. They are spaces that will enable the student to experience teaching for the first time even before getting their diploma. We subvert. Extension makes this possible” (PROG III Coord.). “I did all my internships and extension at the same school, and I see colleagues who do internships in schools that do not have this horizontal relation I have in extension and in my internships of acting with freedom and camaraderie […], of following a class routine, of planning with teachers.” (PROJ A Student). |
We find the development of “professional interposition” as it depends on “feeling like a teacher,” for which experiencing classrooms is essential. Being at a school and in the presence of teachers is insufficient if this relationship is not built on the certainty of dialogue and recognition of the role and the training function of teachers, the school, and the profession. Thus, this experience must involve students, and such involvement depends on time, continuity, trust, dialogue, and partnership. |
| Pedagogical composition |
“These young women work inside the classroom together with teachers. And the idea is that they can build projects with these teachers that also take them out of their comfort zone and, at the same time, work with training these undergraduates” (PROJ A Coord.). “So, I take what I know there and learn a lot from them. And then we put this into practice with the classes. We make a project, even think about the day-to-day. So, I think it’s this horizontal exchange, this horizontal training, right?” (PROJ A Student). |
We find the development of “pedagogical composition” since it depends on a position favoring “acting as a teacher” for which conviviality with teachers is fundamental, configuring experienced professionals as a source of knowledge and real situations as an object of study. |
| Investigative recomposition |
“We then have this action, and then they are in the classroom, they have internal meetings in the school, including with coordination — which also accompanies this work —, and they have meetings with a teacher from the College of Application who will work with them once a week based on what they experience in the school” (PROJ A Coord.). “I can’t dissociate, I can’t dissociate it from research because I bring what my students said in the classroom to the university movement. I talk about it at the university, I transform it so I can reach my students” (PROG III Student 2). |
We find the development of “investigative recomposition,” a dimension of training that depends on a position that enables teachers in initial training to “know themselves as teachers.” This requires incorporating a research dynamic involving the systematic analysis of the work performed and the recording and exchange of developed knowledge into professional performance. |
| Public exposition |
“I watch we build a very strong and consolidated network of people who, beyond educating young people and adults, fight for their education, believe in their education” (PROG III Coord.). “You leave your academic mode and go into ‘I’m a subject, I’m a person, and I’m going to develop my work with people here.’ So, I really felt that” (PROG III Student 1). |
We find the development of “public exposition.” It depends on a position that ensures “interventions as teachers.” To develop this position is to consent with the broader participation of society, impossible without experiencing what lies outside academia, beyond university walls. |
