Pedagogical installation

the weaving of a new teaching methodology in teacher training

Abstract

Pedagogical Installation occupies a prominent place in the teaching and learning methodological process, organized and implemented collaboratively between teacher and student. It consists of the construction of knowledge through the dynamic and interactive movement that signs and symbols provide when materializing curricular content, provoking creativity in peers. This article investigated the contributions of the Pedagogical Installation teaching methodology in the context of initial teacher training for the Pedagogy program at UECE, from the perspective of creativity. The methodology was based on a qualitative approach, using action research. Sixteen pre-service teachers in the Pedagogy program and the subject teacher participated in the study. To produce the data, we opted for focus group interviews and reports on the Pedagogical Installations carried out by the students. Based on the data collected, we used content analysis, as proposed by Bardin (1977). The possibility of a dialectical movement between creativity in initial teacher training and the Pedagogical Installation characterizes this teaching methodology as a practice that can be applied in the classroom, specifically in teacher training courses, enabling students to be involved in the teaching and learning process and enabling teachers to creatively develop the curriculum. The study also demonstrates that the Pedagogical Installations facilitated a collective exchange of experiences and interaction between teacher and student and student. The experience with the Pedagogical Installation opened the possibility for students to realize that they are creative individuals.