Teacher Training and Problematization: Reflections on the Practice of Professional Education Teachers in a Comparative Perspective in Brazil and France: international comparative studies; problematization; teaching practice; teacher training

Résumé En

In the context of teacher training, we are looking for some elements that can contribute with the reflections on the relations between the representations / conceptions of teachers and their practices. Our methodological choice was based on two aspects that underlie the present work: the first refers to the use of the concept of praxeology, which pointed out certain parameters for the comparative study of the practice of two teachers (an analysis of the practice of teachers, in relation to a specific topic of physical science (electricity), concerning the programs of the two countries (Brazil and France)) in the contexts of vocation education in Brazil and France; the other refers to concepts and categories linked to problematization in Farbre's conception. This aspect allowed us to use categories such as those used in the work of Vander Borght (2006), in order to systematize the activities of the two teachers, and subsequently analyze and make inferences.We intend to understand how theoretical and methodological conceptions can, in a way, direct the pedagogical and methodological choices of teachers in training. This work seeks, based on activities proposed by teachers in training (master's level), to point out elements present and / or absent in their activities, which could indicate constructions favorable to learning by problems (APP). We take the perspective of problematization present in Fabre (1999) and Orange (2002) as a theoretical basis for this analysis. The analyzes carried out in this work have a set of data referring to the teachers' responses to a questionnaire prepared by us; a form which gathers information on the didactic sequences related to the topic "alternating electric current (AC) and direct electric current (DC)"