Um olhar sobre a formação de professores no curso de Pedagogia/PARFOR em Borba/AM: as contribuições para o desenvolvimento de uma inteligência plena

Abstract

The research discusses a relationship between Education and Neurosciences, more specifically about the interface Teacher Training and the Theory of Full Intelligence, to investigate the contributions of the National Plan for Training Teachers of Basic Education (PARFOR) to the development of full intelligence of teachers graduating in the Pedagogy course, in the context of the city of Borba-AM. To achieve this objective, we go through the following specific objectives a) Survey and document analysis of national and local PARFOR guidelines seeking to identify its guidelines on teacher training; b) Reveal the contributions of PARFOR from the account of how teacher trainers and teachers in training conceive the program involvement in teacher training and the development of full intelligence; c) Reflect on the perspectives and implications the mobilization of the concept of Full Intelligence offers to the training process of the teachers of the PARFOR Pedagogy course in the context of the city of Borba-AM. The central theme of the research revolves around PARFOR, developed in the city of Borba, in the interior of the state of Amazonas, and its contributions to local teachers, for the development of a Full Intelligence based on the triarchic theory of Robert Sternberg and Elena Grigorenko. The methodological course is centered on a qualitative approach, with field research, under the view of the critical hermeneutic method regarding the problematization, collection and analysis of data. From the analysis and investigation of the data collected, we concluded that despite the limitations concerning the training and functionality model of PARFOR, and a superficial knowledge on the part of the teachers concerning the development of the superior cognitive process of Intelligence, there are strong indications that this training contributes significantly to the development of Full Intelligence. The results show that through the discipline taught, the teaching/learning process and evaluation, it is possible to develop the triad that this theory discuss, passing through the capacities of analytical, creative and practical thinking.