Practice as locus of knowledge production: teacher's voices about initial training and everyday school practices

The present article is an excerpt of a broader research, in which we investigate the knowledge and practices of teachers of basic education. The writing focuses on teaching practice, understanding it as an important locus of production and resignification of knowledge. We analyzed the complexity of the knowledge of teacher practice and how the everyday forges such knowledge. In this sense, the reflections that we bring in this writing meet the perspective that sees teaching as a localized professional practice, with the teacher as an active subject who resignifies and intervenes in the actions of their profession. Through testimony of History teachers from public high schools in the city of Maranguape, in the state of Ceara, it was possible to verify that the daily making of the teaching profession constitutes an undeniable locus of training for the definition of the professional identity of the teacher, revealing the gaps left by the initial training, thus revealing the formative character of the practice of the act of teaching.