PROFILE AND PERCEPTIONS ON THE PEDAGOGICAL PRACTICE OF BACHAREL TEACHER IN PROFESSIONAL EDUCATION

The present work is part of the proposal of masters research that discusses the conceptions of some bachelor teachers on their pedagogical practices and analyzes if in these practices teachers contemplate the elements and the concepts of the sociocultural approach of Vygotsky. The research is based on studies by Veiga (1992) to deal with pedagogical practice, and by the contributions of Vygotsky (2007), Masetto (2000), Figueiredo (2006) to contemplate the central concepts of Zone Proximal Development (ZPD) Mediation and Collaborative Learning, among others. The methodology used is a qualitative approach, with the semi-structured interview as a data collection instrument. The subjects investigated are four teachers from a Campus of the Federal Institute of Education of the State of Goias who work in Basic Professional Education. The results of the research show that despite the predominance of a repetitive pedagogical practice developed by these teachers, there is also the presence of elements / concepts of the sociocultural approach of Vygotsky in some situations in the classes of these bachelors teachers contemplating the social interaction with collaborative activities, use of the scaffoldings, thus providing the execution of the student's ZPD. However, the elements of sociocultural theory expressed by these teachers are something randomly developed by them, without pre-established pedagogical objectives, based only on their own cultural baggage.