SHARED TEACHING EXPRESSIONS IN INITIAL TRAINING TEACHERS

This text has as goal to problematize the Shared Teaching as a methodological/training strategy, In pedagogical practice core, from the meanings given by academics of Pedagogy course toward this experience. In this way, we have performed the information collect from meetings reports with academics that have participated of PIBID, and from collective records built in "Google Drive" from March to June 2017. To the analysis, we have had recourse to assumptions of interpretative constructive qualitative epistemology, which, search meaning seizure in the speech of subjects, connected to the context that ones are inserted. So, it was possible to spot elements that point to the tensions, as the professional demotivation that are evidenced in horizontal relations between teacher and academy, and in the lack of teacher's autonomy in class. On the other hand, we have identified reverberated possibilities in collective/collaborative work and in dialog. Thus, aware of teacher profession is built between tensions and possibilities, we assume the Shared Teaching as an important methodological strategy that contributes to future teacher training, to the extent that it offers possibility to, even in teacher training, get closer to the complexity that comprehend in classroom, as well as doing the integration exercise of detailed elements in the theoretical field.