Teaching is developed on the go: the three pedagogical moments as a practice of teacher education
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Abstract
Far from a linear or conclusive process, teacher training is understood as a social and historical practice, marked by contradictions and the need to transform educational reality. The Three Pedagogical Moments methodology (Delizoicov, 1980) is configured as a theoretical-methodological foundation to propose, during the supervised curricular internship in pedagogy courses, new ways of organizing the pedagogical work of the teacher in training. Anchored in Freirean critical pedagogy and the historical-cultural perspective, this approach supports praxis as a unity between reflection and action, mobilizing the undergraduate teacher to investigate, problematize and intervene in the school context. This qualitative, descriptive-analytical research uses teaching experiences developed during supervised internships as its corpus. The results indicate that pedagogical work organized around the Three Pedagogical Moments enhances reflective processes, fosters teacher authorship, and solidifies teaching as an investigative, ethical, and emancipatory practice.
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