The Influence of Dewey’s Pedagogy in the Training of Basic Education Teachers of the Federal University of Amapá-Brazil

Abstract

The purpose of this study was to identify the influence of Dewey’s pedagogy in the praxis of teacher-students in formation in the National Teacher Training Plan of Brazil, as well as to identify and reveal to these students the influences of this philosopher in the discipline theory and practice of teaching of Sciences. The methodological approach of the study was qualitative and quantitative, involving 65 student-teachers who were fulfilling this discipline. The research trajectory began with the use of questionnaires on world education theorists, explaining Dewey’s theory to the evaluation of the plans developed by the student-teachers, observing indications pertinent to Dewey’s pedagogy. The results showed that students did not know Dewey’s educational ideas, although they used them at various points in their pedagogical activities. The influence of the ideas of this theorist in the discipline was evident in the development of the plans elaborated by the students, without excluding the influences of other important theoreticians of world education, as well as in their praxis, whether due to the compliance with the guidelines of the National Curricular Parameters or by the pedagogy intuition that each one has. It was also noticed that there is a gap in the formation of the student-teachers who participated in this study in disciplines that are responsible for presenting the main theorists of national and world education, especially the theoreticians whose ideas are implicit in the Brazilian National Curricular Parameters.