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ResumenEste artículo presenta los resultados de investigar el componente práctico de la carrera de Educación Bá- sica, en una universidad chilena cuya formación no contempla la inserción temprana. El estudio busca responder: ¿qué están haciendo y aprendiendo los estudiantes que participan del componente práctico de la formación? Los resultados señalan que el mode- lo terminal propuesto no es obstáculo para que los estudiantes realicen tareas propias de la conducción de la enseñanza; no obstante, la gradualidad de estas acciones falla, cuando la labor formativa del profesor supervisor y el profesor guía no responden a los mo- delos de formación asociados al componente práctico, lo cual obstaculiza los procesos reflexivos necesarios para alcanzar los estándares de desempeño docente.AbstractThis paper presents the results of research on the practical component of the Primary Edu- cation degree course at a Chilean university that does not include student placements. The study seeks to establish what the stu- dents who participate in the practical com- ponent of their training are doing and learn- ing. The results show that the model in itself is not an obstacle for the students to carry out teaching activities. However, the gradual- ness of these activities fails when the super- vising teacher and the guiding teacher do not follow the training methodology established for the practical component. This failure is an obstacle in the reflection process needed to achieve adequate standards of performance for teaching.RésuméCet article présente les résultats de re- chercher dans le composant pratique de la carrière d'Education Basique, dans une Université chilienne dont la formation des en- seignants ne prend pas en compte l'insertion initiale. L'étude vise à répondre: Qu’est-ce- que les étudiants sont en train de faire et d'apprendre avec leur participation dans le composant pratique de leur formation d'enseignants? Les résultats montrent que le modèle terminal qui est proposé n'est pas un obstacle pour que les étudiants puisent réali- ser les devoirs propres de l'accompagnement de l'enseignement; néanmoins, la fréquen- ce de ces actions fait défaut, quand le travail formatif de l'enseignant superviseur et de l'enseignant guide ne répondent pas aux mo- dèles de formation associés au composant pratique, ce qui empêche les processus ré- flexifs essentiels pour parvenir aux principes du travail d'enseignant.ResumoEste artigo apresenta os resultados da pesqui- sa sobre o componente prático da graduação em Educação Básica numa universidade chi- lena cuja formação não contempla a inserção na prática. O estudo procura responder às perguntas: o que fazem e aprendem os estu- dantes que participam do componente prá- tico da formação? Os resultados assinalam que o modelo final proposto não é obstáculo para que os estudantes realizem tarefas pró- prias na condução do ensino. Apesar disto, a gradualidade destas ações falha quando o trabalho formativo do professor supervisor e do professor guia não responde aos mode- los de formação associados ao componente prático, o que gera obstáculos nos processos reflexivos necessários para atingir os padrões de desempenho docente.

ResumenEste artículo relata una experiencia y su valoración de forma- ción permanente del profesorado basada en el aprendizaje vi- vencial utilizando como estrategia metodológica el Teatro del Oprimido (TO) para estimular y favorecer la reflexión sobre la práctica educativa. Sus objetivos básicos fueron dar a conocer la formulación teórica y la metodología del TO y hacer la trans- ferencia de las estrategias metodológicas vivenciadas a la práctica docente. El estudio se ha planteado desde una óptica cualitativa con el estudio de caso único. Y como resultados más destacables hay que reseñar el interés y la percepción de la utili- dad personal y profesional del TO como instrumento de reflexión sobre la acción y generador de clima positivo. El Teatro del Opri- mido es una formulación teórica y un método estético cuya teo- ría y praxis están inspiradas en la Pedagogía del Oprimido de Paulo Freire, utiliza las técnicas dramáticas como un instrumen- to eficaz para la comprensión y la búsqueda de alternativas a problemas sociales, interpersonales e individuales.AbstractThis paper describes an experience and its as- sessment for application in permanent training of teaching staff, based on experiential learning and using the Theatre of the Oppressed (TO) to stimu- late the thought about educational practice. The principal aims were to bring to the attention the theory and methodology of TO and to transfer its experiential methodological strategies to educa- tion practice. The study was designed as a quali- tative analysis of a single case study. The principal results include the interest and perception of use- fulness both at personal and professional levels, of TO as an instrument of thought and a generator of positive environments. The Theatre of the Oppres- sed is a theoretic concept and aesthetic method, the theory and praxis of which are inspired by Paulo Freire's Pedagogy of the Oppressed. It uses dra- ma techniques as an effective instrument for un- derstanding of social, interpersonal and individual problems, as well as for the search for alternative scenarios at these levels.RésuméCet article raconte une expérience et son impor- tance dans la formation permanente du corps d'enseignants fondée dans l'apprentissage expé- rientielle utilisée en tant que stratégie méthodo- logique le théâtre de l'Opprimé (TO) pour stimuler et favoriser la réflexion par rapport à la pratique éducative. Les objectives de base ont été ceux de faire connaître la formulation théorique et la méthodologie du TO et faire le transfert des stra- tégies méthodologiques vécues à la pratique de l'enseignement. L'étude a été proposée depuis l'optique qualitative avec l'étude de cas unique. Et entre les résultats les plus importants il faut noter l'intérêt et la perception de l'utilité personnelle et professionnelle du TO en tant qu'outil de réflexion par rapport à l'action et production d'un climat po- sitif. Le théâtre de l'Opprimé est une formulation théorique et une méthode esthétique dont la théo- rie et la praxis sont animées par la Pédagogie de l'Opprimé de Paulo Freire, il utilise les techniques dramatiques en tant qu'outil efficient pour la com- préhension et la recherche d'alternatives aux pro- blèmes sociaux, interpersonnels et individuels.ResumoEste artigo relata uma experiência e reflete sobre sua importância na formação permanente do pro- fessorado. Está baseado na aprendizagem vivencial utilizada na estratégia metodológica do Teatro do Oprimido (TO) que visa estimular e favorecer a reflexão sobre a prática educativa. Seus objetivos básicos foram dar a conhecer a formulação teórica e metodológica do TO e fazer a transferência de suas estratégias metodológicas à prática docente. O estudo se posiciona desde uma ótica qualitati- va como estudo de caso único. Como resultados mais destacáveis afirma que é necessário aprofun- dar o TO como fator de interesse na educação, útil pessoal e profissionalmente, como instrumento de reflexão sobre a ação e como gerador de clima positivo. O Teatro do Oprimido é uma formulação teórica e um método estético cuja teoria e praxes estão inspiradas na Pedagogia do Oprimido de Pau- lo Freire. Utiliza as técnicas dramáticas como um instrumento eficaz para o entendimento e busca alternativas aos problemas sociais, interpessoais e individuais.

ResumenLa formación permanente del docente juega un papel clave en el cambio educativo; sin embargo, su con- creción práctica representa un reto epistemológico y metodológico. La problemática ha sido abordada des- de diferentes ángulos, en los cuales la relación entre cultura docente y formación permanente no ha sido claramente desvelada. En este artículo, que constituye un avance en la investigación de tesis doctoral de la Facultad de Ciencias de la Educación de la Universidad de Carabobo, se analiza por qué la cultura docente necesita ser reconocida como una realidad dinámica, dialéctica y relacional que afecta la calidad de la for- mación permanente del docente venezolano.AbstractThe continuous training of the teacher plays a key role in educational change; however, to take it to the practice rep- resents an epistemological and meth- odological challenge. The problem has been approached from different angles, where the relation between culture of the teacher and continuous training has not been clearly discussed. In this article, which constitutes an advance in the investigation of doctoral thesis of the Faculty of Sciences of the Education of Carabobo's University, it is analyzed why the culture of the teacher needs to be recognized as a dynamic reality, dialectic and relational that affects the quality of the continuous training in Venezuelan.RésuméLa formation continue des enseignants joue un rôle essentiel dans le changement éducatif, cependant, sa concrétion prati- que représente un défi épistémologique et méthodologique. La problématique a été envisagée dès perspectives différen- tes, dans lesquelles la relation entre la culture de l'enseignant et la formation continue n'a pas encore été nettement dévoilée. Dans cet article, qui constitue une avance dans la recherche de thèse doctorale de la Faculté de Sciences de l'Éducation de l'Université de Carabobo, on analyse pourquoi la culture de l'ensei- gnant a besoin d’être reconnue comme une réalité dynamique, dialectique et relationnelle qui touche la qualité de la formation permanente de l'enseignant vénézuélien.ResumoA formação permanente do docente é clave na mudança educativa, no entan- to, sua concreción prática significa um repto epistemológico e metodológico. A problemática foi estudada desde di- ferentes ângulos, mas a relação entre cultura docente e formação permanen- te não foi vista de maneira clara. Neste artigo, que constitui um avanço na in- vestigação de tese doutoral da Faculda- de de Ciências da Educação da Univer- sidade de Carabobo, faz-se uma análise de por que a cultura docente precisa ser vista como uma realidade dinâmi- ca, dialéctica e relacional que afeta a qualidade da formação permanente do docente venezuelano.

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)