(Dis)positions for teacher training in a pedagogy course: university extension contributions

Abstract This study describes results of research that aimed at analyzing how pedagogy students’ participation in university extension activities can contribute to the development (dis)positions for their teacher education. uses Nóvoa’s theoretical concepts and Zeichner’s “third space”. We contextualized programs with support Forum Extension Pro-Rectors Brazilian Higher Education Public Institutions - Forproex) related studies. was methodologically developed from a documental analysis available actions train teachers scrutinized institution, followed by an interviews subjects involved such linked course question. Results indicate develops training positions, though some more frequently than others. Considering composed this study, most positions order (with reasons), are investigative recomposition, its relation research; public exposition, society; professional interposition, articulation schools teachers; pedagogical composition, dialogism collaborative work; personal disposition, self-knowledge self-construction.