Abstrakt
This paper aims to contribute to the area of Teacher Education through teaching experiences and research made at the University of Brasilia (UnB) and at the University of Helsinki. Using reflective written records and interviews, we identify the teacher education' paths regarding pedagogical and reflexive practices.We also pondered about the possibilities of didactic-pedagogical practices and postures atTeacherEducation.
We dialogue with conventional practices and structures of Teacher Educationand how is the relationship between theoretical studies and its practical application possibilities.We discuss the importance of different contexts where pedagogical contents are discussed and experienced, beyond the Supervised Teaching Practices. From the paradigm of Student-CenteredEducation,we underline the importance of reflection at the knowledge construction processes, both as students and as future teachers.