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Teacher education is a theme that is always in evidence, under the most different approaches, in studies in the educational environment. For this article, we will take, in a non-exclusive way, the political, historical and pedagogical dimensions of education, in evidence the one that is built by the Special Pedagogical Education Program within the scope of the Regional University of Cariri - URCA. In this sense, the text is organized as follows, initially, we present a historical approach of the mentioned program and its insertion (1998-2019) in the referred IES, we try to identify the impacts that it causes in the Cariri region of Ceará. Next, we reflect the education of the subjects (students of the program) in the light of the objectives to which the Special Pedagogical Education Program proposes and through its own words in statements collected by electronic questionnaires applied between the months of October and November 2020. The text brings results of an ethnographic research thus characterized by virtue of the authors' involvement with the object of investigation. Finally, we defend the permanence of the Special Pedagogical Education Program in Cariri soil. [ABSTRACT FROM AUTHOR]

Studies in Communication and Education have guided fundamental reflections on formative processes more affectionate to contemporaneity, as they point out the relevance of the presence of media languages in the classroom. In this sense, the formation of teachers is one of the determining factors for such languages to be inserted in pedagogical practice. Thus, the objective of this work was to analyze the master's degree dissertations, carried out by master's students teachers of the ProfLetras program, from UFTM, whose theme indicated the dialogue between Communication and Education. Researches developed from proposals of intervention in elementary school, which involved communication and educational processes for the teaching of Portuguese language and literature, were selected. Such researches revealed the concern of teachers in aligning theory with practice. And, although they have significant proposals for intervention with positive results, it would be important to offer specific subjects at the Communication and Education interface for a more effective dialogue. [ABSTRACT FROM AUTHOR]

This paper analyzes the process of teacher training under a perspective of using apps from Google Education Plataform in Higher Education Institutions, in Aracaju/SE. This is a qualitative research, with a descriptive and exploratory approach within a field work. Concerning the instrument of data collection, it has been chosen a semistructured research, and teachers were the target audience. The methodology adopted aimed the perspective of content analysis and results for the learning of the participants of the research, with two important factors for the learning of the Digital Information Communication Technology in the learning process: interest and investment in continuing education. [ABSTRACT FROM AUTHOR]

The continuing and permanent formation of professors characterize itself as a space of reflection, updating, deepening of knowledge and practices, development of experiences and expansion of professional skills. In this context, the present article is inserted, whose objective is to reflect on professor’s education for a liberating educational practice based on Freirean thought. In that way, we used a qualitative approach making use of bibliographic research and research field, the last one is made through a questionnaire with four professors acting on elementary schools in the municipality of Cruzeiro do Sul-Acre. The results stand out that professors approach the need of inseparability between theory and practice in formation courses, essential for a Liberating and critical education. Beyond that, stand out that in schools there is no space for collective discussions about daily professor’s issues, residing on continuing formation the moment for exchange of experiences. [ABSTRACT FROM AUTHOR]

Teacher training presents itself as one of the challenges in the contemporaneity. The purpose of this study is to discuss the relationship between theory and practice in education as an essential element for the development ofpedagogical work. From this we aim to analyze how the dichotomy or the unit theory and practice can influence the formation of the teacher. It is a qualitative research, subsidized by the critical-dialectic approach based on the presuppositions of emancipatory education, in which it sees formation as an aspect of education for the humanization and emancipation of the subject. We choose for the bibliographic review with the purpose of compiling its theoretical basis. The perspectives pointed out are justified by the need to reflect the educator's training processes, in order to allow a differentiated vision that contributes to educational actions in the current social context, aiming human development beyond the utilitarian demands of the market. According to the tendencies studied in the scope of this analysis it is evaluated that in teacher training courses it is necessary to overcome the dissociation between content and form, theory and practice, elements that constitute one of the dilemmas of the training programs. With this, it is intended to help professor, teachers and future teachers to rethink the formation of critical subjects in which the purpose is to think about training in a continuous way. [ABSTRACT FROM AUTHOR]