The notion of the “reflective professional” in education: relevance, uses and limits

Detalhes bibliográficos
Autor(a) principal: Tardif, Maurice
Data de Publicação: 2018
Outros Autores: Nunez Moscoso, Javier
Tipo de documento: Artigo
Idioma: por
eng
spa
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/5271
Resumo: This article proposes to rethink the interpretation and use of Schön’s concept of the “reflective professional”, taking into consideration its high impact and influence in education at the international level, especially in the study of teaching and teacher training. The central thesis supported here is that, in the light of the tradition and philosophy of the humanities and social sciences that structure the intellectual context of the emergence of this idea, the field of education uses an impoverished version and limited reflection. In addition to that, the study aims to revitalize the debate on what is meant by reflection, recovering three alternative ways of thinking about it: as a social experience, as recognition and interaction and as criticism of ideologies and relations of domination.  
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spelling The notion of the “reflective professional” in education: relevance, uses and limitsLa noción de “profesional reflexivo” em educación: actualidad, usos y límitesLa notion de professionnel réflexif en éducation: actualité, utilisations et limitesA noção de “profissional reflexivo” na educação: atualidade, usos e limitesProfissionalReflexãoPolíticasFormação de ProfessoresProfessionnelRéflexioPolitiquesFormation des EnseignantsProfesionalReflexiónPolíticasFormación de DocenteseducacionProfessionalReflectionPoliciesTeacher EducationThis article proposes to rethink the interpretation and use of Schön’s concept of the “reflective professional”, taking into consideration its high impact and influence in education at the international level, especially in the study of teaching and teacher training. The central thesis supported here is that, in the light of the tradition and philosophy of the humanities and social sciences that structure the intellectual context of the emergence of this idea, the field of education uses an impoverished version and limited reflection. In addition to that, the study aims to revitalize the debate on what is meant by reflection, recovering three alternative ways of thinking about it: as a social experience, as recognition and interaction and as criticism of ideologies and relations of domination.  Constatando el alto impacto y la influencia de la noción de “profesional reflexivo” de Schön en el campo de la educación a nivel internacional, el presente artículo propone repensar la interpretación y el uso que se le ha dado, en particular en el estudio del trabajo docente y en la formación del profesorado. La tesis central que se defiende es que, a la luz de la tradición de la filosofía y de las ciências humanas y sociales que estructuran el contexto intelectual de emergencia de esta idea, en educación se maneja una versión empobrecida y limitada de la reflexión. Asimismo, el trabajo pretende revitalizar el debate sobre lo que se entiende por reflexión, rescatando tres modos alternativos de pensarla: como experiencia social, como reconocimiento e interacción y como crítica de las ideologías y las relaciones de dominación.              Guidé par la constatation du large impact et de l’influence qu’exerce la notion de “professionnel réflexif” développée par Schön dans le domaine de l’éducation à l’échelle internationale, cet article se propose de repenser l’interprétation et l’utilisation de cette notion, particulièrement en ce qui concerne le travail enseignant et la formation des professeurs. La thèse centrale est que, si la lumière de la tradition philosophique et des sciences humaines et sociales structure le context intellectuel de l’émergence de cette idée, l’éducation, quant à elle, n’utilise qu’une version appauvrie et limitée de cette réflexion. De plus, le présent travail pretend revitaliser le débat sur ce que l’on entend par réflexion, en reprenant trois modes alternatifs de l’appréhender: comme expérience sociale, comme reconnaissance et interaction et comme critique des idéologies et des rapports de domination.  Constatando o alto impacto e a influência da noção de “profissional reflexivo” de Schön no âmbito da educação em nível internacional, este artigo propõe que sejam repensados sua interpretação e uso, sobretudo no estudo do trabalho docente e na formação dos professores. A tese central defendida é que, à luz da tradição da filosofia e das ciências humanas e sociais que estruturam o contexto intelectual de emergência dessa ideia, na educação é utilizada uma versão empobrecida e limitada da reflexão. Além do mais, o trabalho pretende revitalizar o debate sobre o que se entende por reflexão, resgatando três modos alternativos de pensá-la: como experiência social, como reconhecimento e interação e como crítica das ideologias e das relações de dominação.Fundação Carlos Chagas2018-07-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/5271Cadernos de Pesquisa; Vol. 48 No. 168: abr./jun.2018; 388-411Cadernos de Pesquisa; Vol. 48 Núm. 168: abr./jun.2018; 388-411Cadernos de Pesquisa; Vol. 48 No. 168: abr./jun.2018; 388-411Cadernos de Pesquisa; v. 48 n. 168: abr./jun.2018; 388-4111980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporengspahttps://publicacoes.fcc.org.br/cp/article/view/5271/pdfhttps://publicacoes.fcc.org.br/cp/article/view/5271/pdf_1https://publicacoes.fcc.org.br/cp/article/view/5271/pdf_2Copyright (c) 2018 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessTardif, MauriceNunez Moscoso, Javier2022-12-01T15:16:11Zoai:ojs.publicacoes.fcc.org.br:article/5271Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-01T15:16:11Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv The notion of the “reflective professional” in education: relevance, uses and limits
La noción de “profesional reflexivo” em educación: actualidad, usos y límites
La notion de professionnel réflexif en éducation: actualité, utilisations et limites
A noção de “profissional reflexivo” na educação: atualidade, usos e limites
title The notion of the “reflective professional” in education: relevance, uses and limits
spellingShingle The notion of the “reflective professional” in education: relevance, uses and limits
Tardif, Maurice
Profissional
Reflexão
Políticas
Formação de Professores
Professionnel
Réflexio
Politiques
Formation des Enseignants
Profesional
Reflexión
Políticas
Formación de Docentes
educacion
Professional
Reflection
Policies
Teacher Education
title_short The notion of the “reflective professional” in education: relevance, uses and limits
title_full The notion of the “reflective professional” in education: relevance, uses and limits
title_fullStr The notion of the “reflective professional” in education: relevance, uses and limits
title_full_unstemmed The notion of the “reflective professional” in education: relevance, uses and limits
title_sort The notion of the “reflective professional” in education: relevance, uses and limits
author Tardif, Maurice
author_facet Tardif, Maurice
Nunez Moscoso, Javier
author_role author
author2 Nunez Moscoso, Javier
author2_role author
dc.contributor.author.fl_str_mv Tardif, Maurice
Nunez Moscoso, Javier
dc.subject.por.fl_str_mv Profissional
Reflexão
Políticas
Formação de Professores
Professionnel
Réflexio
Politiques
Formation des Enseignants
Profesional
Reflexión
Políticas
Formación de Docentes
educacion
Professional
Reflection
Policies
Teacher Education
topic Profissional
Reflexão
Políticas
Formação de Professores
Professionnel
Réflexio
Politiques
Formation des Enseignants
Profesional
Reflexión
Políticas
Formación de Docentes
educacion
Professional
Reflection
Policies
Teacher Education
description This article proposes to rethink the interpretation and use of Schön’s concept of the “reflective professional”, taking into consideration its high impact and influence in education at the international level, especially in the study of teaching and teacher training. The central thesis supported here is that, in the light of the tradition and philosophy of the humanities and social sciences that structure the intellectual context of the emergence of this idea, the field of education uses an impoverished version and limited reflection. In addition to that, the study aims to revitalize the debate on what is meant by reflection, recovering three alternative ways of thinking about it: as a social experience, as recognition and interaction and as criticism of ideologies and relations of domination.  
publishDate 2018
dc.date.none.fl_str_mv 2018-07-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/5271
url https://publicacoes.fcc.org.br/cp/article/view/5271
dc.language.iso.fl_str_mv por
eng
spa
language por
eng
spa
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/5271/pdf
https://publicacoes.fcc.org.br/cp/article/view/5271/pdf_1
https://publicacoes.fcc.org.br/cp/article/view/5271/pdf_2
dc.rights.driver.fl_str_mv Copyright (c) 2018 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 48 No. 168: abr./jun.2018; 388-411
Cadernos de Pesquisa; Vol. 48 Núm. 168: abr./jun.2018; 388-411
Cadernos de Pesquisa; Vol. 48 No. 168: abr./jun.2018; 388-411
Cadernos de Pesquisa; v. 48 n. 168: abr./jun.2018; 388-411
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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