出版社：Faculdade de Educação, Pontifícia Universidade Católica do Rio Grande do Sul
摘要：This article seeks to demonstrate that the concept of situated cognition can be fruitful for teacher training processes and therefore to the pedagogical practice of teaching courses. Thus, we present the theoretical frameworks and approaches brought by this concept and, through them, point out that the national guidelines for training teachers of basic education, both set by the CNE/CP 09/2001 and by the CNE/CP 01/2002, may be more richly operationalized when taking into account the aforementioned theoretical frameworks. We bring further examples of best teaching practices that suggest how this operationalization can happen in practice.
关键词：situated cognition;teacher education;teaching practice;cognição situada;formação de professores;prática pedagógica
