摘要：Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Este artigo mostra como a herança cultural interfere no processo de internalização da docência. Na pesquisa que o fundamenta são analisados os resultados de um questionário preenchido por 42 professores da Universidade Federal do Piauí, com base na abordagem histórico-cultural. Constata-se que a atividade docente é influenciada tanto pelos processos formativos (que mudam a forma como o licenciado ou o bacharel ensina) quanto pela maneira como se aprende a ser professor, durante o exercício da docência. Conclui-se que os pesquisados internalizaram a função docente reproduzindo modelos clássicos de ser e estar professor. Palavras-chave: Formação de professores. Educação superior. Atividade docente. Abstract Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} This paper points out how cultural heritage interferes with the process of internalizing teaching. The research involved the analysis of 42 questionnaires completed by lecturers of the Federal University of Piaui State (Brazil). The data collected were analyzed using Historical and Cultural approaches. It was discovered that the teachers’ activities were influenced by formative processes (the way in which the lecturers teach), as well as by the way they learn ‘how to be a lecturer’ through personal experience. It is concluded that the subjects of the research internalized the style of teaching reproducing the classic models of being lecturers. Keywords: Teacher training. Higher Education. Teaching practices.
关键词：Formacao de professores;Educacao superior;Atividade docente
