Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledg

Detalhes bibliográficos
Autor(a) principal: Rodrigues, Nara Caetano
Data de Publicação: 2011
Outros Autores: Hentz, Maria Izabel de Bortoli
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fórum Linguístico
Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2011v8n1p55
Resumo: Studies in Education show that the configuration of undergraduate teaching degrees have provided a kind of teacher education in which specific content subjects are not in articulation with pedagogical content subjects. Resolutions 01/2002 and02/2002, as well as Advice 28/2001of the National Council of Education have caused significant changes in the curriculum of undergraduate courses, particularly when establishing the workload for the several curriculum subjects. In this sense, practicum should be an essential curricular component developed throughout the course, in order to enable the learning of teaching skills. This aspect of curriculum guidelines for teacher education has been challenged by means of an analysis of the curriculum of sixcourses of Letters of universities from Santa Catarina, in which some aspects of the Instrument of Course Evaluation CEE/SC have been examined. We could observe that there are different ways to achieve the workload of Practicum as a Curricular Component (PCC), established in the regulations: a) in different disciplines; b) in interdisciplinary mode; c) in specific disciplines
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spelling Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledgDesafíos de la formación de profesores de lengua portuguesa: la relación entre los saberes disciplinares y los saberes de la prácticaDesafios da formação de professores de língua portuguesa: a relação entre os saberes disciplinares e os saberes da práticaStudies in Education show that the configuration of undergraduate teaching degrees have provided a kind of teacher education in which specific content subjects are not in articulation with pedagogical content subjects. Resolutions 01/2002 and02/2002, as well as Advice 28/2001of the National Council of Education have caused significant changes in the curriculum of undergraduate courses, particularly when establishing the workload for the several curriculum subjects. In this sense, practicum should be an essential curricular component developed throughout the course, in order to enable the learning of teaching skills. This aspect of curriculum guidelines for teacher education has been challenged by means of an analysis of the curriculum of sixcourses of Letters of universities from Santa Catarina, in which some aspects of the Instrument of Course Evaluation CEE/SC have been examined. We could observe that there are different ways to achieve the workload of Practicum as a Curricular Component (PCC), established in the regulations: a) in different disciplines; b) in interdisciplinary mode; c) in specific disciplinesEstudios en el campo de la educación demuestran que la configuración de los cursos de licenciatura propiciaron una formación de profesores según la que las asignaturas de contenido específicos no se articula(ba)n con otras de contenidos  pedagógicos. Las resoluciones 01/2002 e 02/2002, así como el Parecer 28/2001, del Conselho Nacional de Educação (BRASIL, 2001; 2002a; 2002b), vienen provocando cambios en la organización curricular de los cursos de licenciatura, particularmente cuando establecen la carga horaria para los diferente componentes curriculares. En ese sentido, la práctica debe construirse como componente curricular fundamental a lo largo de la carrera, con el objetivo de que la práctica docente se desarrolle.  Ese aspecto de las directrices curriculares para la formación de profesores es problematizado a partir del análisis de la matriz curricular de tres cursos de Letras de Universidades de Santa Catarina, observando algunas dimensiones del Instrumento de Evaluación de Cursos CEE/SC. Lo que se constató es que hay diferentes formas de implementar la carga horaria de práctica como componente curricular (PCC), prevista en las directrices: a) en diferentes asignaturas; b) de modo interdisciplinar; c) en asignaturas específicas.Estudos na área da educação demonstram que a configuração dos cursos de licenciatura propiciou uma formação de professores na qual as disciplinas de conteúdos específicos não se articula(va)m com as de conteúdos pedagógicos. As resoluções 01/2002 e 02/2002, assim como o Parecer 28/2001, do Conselho Nacional de Educação (BRASIL, 2001; 2002a; 2002b), têm provocado mudanças na organização curricular dos cursos de licenciatura, particularmente quando estabelecem a carga horária para os diferentes componentes curriculares. Nesse sentido, a prática deve se constituir como componente curricular fundamental ao longo do curso, visando ao aprendizado do fazer docente. Esse aspecto das diretrizes curriculares para a formação de professores é problematizado a partir da análise da matriz curricular de três cursos de Letras de Universidades de Santa Catarina, observando algumas dimensões do Instrumento de Avaliação de Cursos CEE/SC. O que se constatou é que há diferentes formas de se implementar a carga horária de prática como componente curricular (PCC), prevista nas diretrizes: a) em diferentes disciplinas; b) de modo interdisciplinar; c) em disciplinas específicas.Programa de Pós-Graduação em Linguística - UFSC2011-04-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por paresapplication/pdfhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2011v8n1p5510.5007/1984-8412.2011v8n1p55Fórum Linguístico; Vol. 8 No. 1 (2011): Formação de professores de Língua Portuguesa; 55-73Fórum Linguístico; Vol. 8 Núm. 1 (2011): Formação de professores de Língua Portuguesa; 55-73Fórum Linguístico; v. 8 n. 1 (2011): Formação de professores de Língua Portuguesa; 55-731984-84121415-8698reponame:Fórum Linguísticoinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2011v8n1p55/21623Rodrigues, Nara CaetanoHentz, Maria Izabel de Bortoliinfo:eu-repo/semantics/openAccess2017-10-11T15:32:57Zoai:periodicos.ufsc.br:article/20866Revistahttps://periodicos.ufsc.br/index.php/forum/indexPUBhttps://periodicos.ufsc.br/index.php/forum/oaiportaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br1984-84121984-8412opendoar:2023-01-12T16:40:19.734090Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledg
Desafíos de la formación de profesores de lengua portuguesa: la relación entre los saberes disciplinares y los saberes de la práctica
Desafios da formação de professores de língua portuguesa: a relação entre os saberes disciplinares e os saberes da prática
title Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledg
spellingShingle Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledg
Rodrigues, Nara Caetano
title_short Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledg
title_full Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledg
title_fullStr Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledg
title_full_unstemmed Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledg
title_sort Challenges in the training of Portuguese language teachers: the relation between theoretical knowledge and practical knowledg
author Rodrigues, Nara Caetano
author_facet Rodrigues, Nara Caetano
Hentz, Maria Izabel de Bortoli
author_role author
author2 Hentz, Maria Izabel de Bortoli
author2_role author
dc.contributor.author.fl_str_mv Rodrigues, Nara Caetano
Hentz, Maria Izabel de Bortoli
description Studies in Education show that the configuration of undergraduate teaching degrees have provided a kind of teacher education in which specific content subjects are not in articulation with pedagogical content subjects. Resolutions 01/2002 and02/2002, as well as Advice 28/2001of the National Council of Education have caused significant changes in the curriculum of undergraduate courses, particularly when establishing the workload for the several curriculum subjects. In this sense, practicum should be an essential curricular component developed throughout the course, in order to enable the learning of teaching skills. This aspect of curriculum guidelines for teacher education has been challenged by means of an analysis of the curriculum of sixcourses of Letters of universities from Santa Catarina, in which some aspects of the Instrument of Course Evaluation CEE/SC have been examined. We could observe that there are different ways to achieve the workload of Practicum as a Curricular Component (PCC), established in the regulations: a) in different disciplines; b) in interdisciplinary mode; c) in specific disciplines
publishDate 2011
dc.date.none.fl_str_mv 2011-04-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2011v8n1p55
10.5007/1984-8412.2011v8n1p55
url https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2011v8n1p55
identifier_str_mv 10.5007/1984-8412.2011v8n1p55
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2011v8n1p55/21623
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
dc.source.none.fl_str_mv Fórum Linguístico; Vol. 8 No. 1 (2011): Formação de professores de Língua Portuguesa; 55-73
Fórum Linguístico; Vol. 8 Núm. 1 (2011): Formação de professores de Língua Portuguesa; 55-73
Fórum Linguístico; v. 8 n. 1 (2011): Formação de professores de Língua Portuguesa; 55-73
1984-8412
1415-8698
reponame:Fórum Linguístico
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Fórum Linguístico
collection Fórum Linguístico
repository.name.fl_str_mv Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv portaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br
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