Mateus Henrique do Amaral holds a PhD in Education (2025) from the State University of Campinas (Unicamp). He completed a doctoral research internship at the University of Barcelona, Spain, between 2023 and 2024, with support from CAPES-PrInt. He also holds a Master’s degree in Education (2019) and a teaching degree in Language and Literature (Portuguese) (2016) from the Methodist University of Piracicaba (Unimep). He is a member of the Laboratory for Observation and Descriptive Studies (LOED/Unicamp) and the Research Group on School Daily Life, Pedagogical Practices, and Teacher Education (Grecotidiano/Unicamp). He has teaching experience in both middle and high school levels, in both public and private institutions. Currently, he is a postdoctoral fellow with the Fundep Magda Soares Chair in Basic Education, affiliated with the Institute for Advanced Transdisciplinary Studies at the Federal University of Minas Gerais (IEAT/UFMG), under the supervision of Professor Heli Sabino de Oliveira. His research focuses on teacher education, with an emphasis on supervised internships, the relationship between the university and basic education, professional teaching knowledge, and the interplay between language and formative processes.
Between the University and Basic Education: Experiences and Knowledge in Teacher Education
Teacher education involves knowledge produced across various spaces and stages of a professional career; it is not limited solely to university-based preparation for the teaching profession. Recognizing basic education schools as spaces for professional development and the creation of professional knowledge has broadened the discourse on the relationships between the university, the school, and the teaching profession (Nóvoa, 2022; Souza Neto, Borges, & Ayoub, 2021). Within this landscape, studies have also critically examined the participation of communities and territories in teacher education processes, as well as the relationships between academic, professional, and community-based knowledge (Zeichner, Payne, & Brayko, 2015; Diniz-Pereira, 2022; Diniz-Pereira & Daniel, 2026). Situated within this field of inquiry, this research seeks to understand how experiences and knowledge derived from K–12 education (Basic Education) are mobilized within spaces of professional development and dialogue between the university and schools, and what questions these processes raise for reflecting on teacher education and practice. Developed under the auspices of the Fundep Magda Soares Chair in Basic Education (IEAT/UFMG), the investigation draws upon educational initiatives linked to the Federal University of Minas Gerais (UFMG), with a focus on the issues and knowledge emerging from diverse school, social, and territorial contexts. Adopting a qualitative and interpretive approach, the study involves observing educational settings, conducting document analysis, and interviewing individuals participating in these experiences. By analyzing the knowledge mobilized and the questions that arise from these experiences, the study aims to contribute to the debate on the academic and professional education of teachers—specifically regarding the role of schools, territories, and the concrete realities of educational work in the formation of teachers’ professional knowledge.