TRAINING NEEDS OF BACHELOR TEACHERS: AN ANALYSIS IN THE LIGHT OF ACTIVITY THEORY

Pedagogical activity, the core of teaching actions that aim to appropriate theoretical-scientific concepts, is demarcated by the production of meanings, whether social meanings and/or personal meanings. It is in this context that the meanings developed by the teacher regarding his/her training needs emerge. Thus, this study aims to analyze, based on the contributions of Historical-Cultural Theory/Activity Theory, the training needs of bachelor teachers considering their meanings regarding the objective and subjective conditions for the development of pedagogical activity in higher education. Methodologically, this is a theoretical-bibliographical study, with a qualitative approach, with data collection carried out through the systematic survey of studies that effectively translate the process of analyzing the training needs of bachelor teachers in light of the Historical-Cultural Theory/Activity Theory and Historical-Dialectical Materialism. The results show that pedagogical training is a fundamental and permanent training need for the work of university graduate teachers, as they do not have specific training for teaching, which implies that the professional activities of these teachers are permeated by mechanized attitudes and devoid of intentionality. It is concluded that developing pedagogical activity requires that the bachelor teacher reflect on his/her professional practice, a formative need that implies intentionality and, by extension, the systematic organization of teaching, especially in the theoretical-critical deepening of the main dimensions that anchor his/her training.