Socioprofessional dimension of teacher training: theoretical contributions and proposals

Detalhes bibliográficos
Autor(a) principal: Sarti, Flavia Medeiros
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/6796
Resumo: The present article focuses on the socioprofessional dimension of teacher training, based on assumptions linked to the Sociology of Practice and the Sociology of Knowledge. It centers on the concepts of habitus and of geração, taking them as unifying principles of teaching practice and proposing to articulate them with precepts of professional teacher development. The discussion is supported by a review of the literature on the processes involved in the learning and professional development of teachers. It concludes that professional teacher training at the university level requires alternating between the school and the involvement of multiple categories of trainers in which experienced teachers have a place, including in the formative monitoring of future teachers.
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spelling Socioprofessional dimension of teacher training: theoretical contributions and proposalsDimensión socioprofesional de la formación del profesorado: contribuciones teóricas y proposicionesDimension socio-professionnelle de la formation des enseignants: apports theoriques et propositionsDimensão socioprofissional da formação docente: aportes teóricos e proposiçõesFormação de ProfessoresSocializaçãoDesenvolvimento ProfissionalTeacher TrainingSocializationProfessional DevelopmentFormación DocenteSocializaciónDesarrollo ProfesionalFormation des EnseignantsSocialisationDéveloppement ProfessionnelThe present article focuses on the socioprofessional dimension of teacher training, based on assumptions linked to the Sociology of Practice and the Sociology of Knowledge. It centers on the concepts of habitus and of geração, taking them as unifying principles of teaching practice and proposing to articulate them with precepts of professional teacher development. The discussion is supported by a review of the literature on the processes involved in the learning and professional development of teachers. It concludes that professional teacher training at the university level requires alternating between the school and the involvement of multiple categories of trainers in which experienced teachers have a place, including in the formative monitoring of future teachers.El artículo se centra en la dimensión socioprofesional de la formación del profesorado basada en presupuestos relacionados con la Sociología de la práctica y la Sociología del conocimiento. Confiere centralidad a los conceptos de habitus y generación, asumiéndolos como principios unificadores para la práctica de los docentes y proponiendo su articulación con los preceptos del desarrollo profesional docente. La discusión está respaldada por una revisión de la literatura sobre los procesos involucrados en el aprendizaje y el desarrollo profesional de los docentes. Concluye que la capacitación profesional docente a nivel universitario requiere alternancia con la escuela e involucrar equipos de formadores de distintas categorías, en los cuales los profesores experimentados asuman su lugar, incluso en el acompañamiento formativo de futuros profesores.Le présent article met l’accent sur la dimension socio-professionnelle de la formation des enseignants à partir de présupposés issus de la Sociologie de la Pratique et de la Sociologie de la Connaissance. Il se concentre sur les concepts d’habitus et de génération, considérés comme des principes unificateurs de la pratique des enseignants, et propose leur articulation avec des préceptes du développement professionnel des enseignants. La discussion s’appuie sur une révision de la littérature concernant les processus impliqués dans l’apprentissage et dans le développement professionnel des enseignants. Il conclut que la formation professionnelle des enseignants du supérieur doit se faire en alternance avec l’école et envolucrer des équipes de formateurs pluri-catégoriels, dans lesquelles des enseignants expérimentés leur place assurée, y compris pour le suivi formatif des futurs enseignants.O artigo focaliza a dimensão socioprofissional da formação docente a partir de pressupostos ligados à Sociologia da Prática e à Sociologia do Conhecimento. Confere centralidade aos conceitos de habitus e de geração, assumindo-os como princípios unificadores da prática dos professores e propondo sua articulação com preceitos do desenvolvimento profissional docente. A discussão é amparada por revisão de literatura sobre processos envolvidos na aprendizagem e no desenvolvimento profissional dos professores. Conclui que uma formação profissional docente em nível universitário requer a alternância com a escola e o envolvimento de equipes pluricategorias de formadores, nas quais professores experientes assumam lugar, inclusive no acompanhamento formativo dos futuros professores.Fundação Carlos Chagas2019-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/6796Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 294-315Cadernos de Pesquisa; Vol. 50 Núm. 175: jan./mar.2020; 294-315Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 294-315Cadernos de Pesquisa; v. 50 n. 175: jan./mar.2020; 294-3151980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/6796/pdfCopyright (c) 2020 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSarti, Flavia Medeiros2022-09-28T15:47:02Zoai:ojs.publicacoes.fcc.org.br:article/6796Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-09-28T15:47:02Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Socioprofessional dimension of teacher training: theoretical contributions and proposals
Dimensión socioprofesional de la formación del profesorado: contribuciones teóricas y proposiciones
Dimension socio-professionnelle de la formation des enseignants: apports theoriques et propositions
Dimensão socioprofissional da formação docente: aportes teóricos e proposições
title Socioprofessional dimension of teacher training: theoretical contributions and proposals
spellingShingle Socioprofessional dimension of teacher training: theoretical contributions and proposals
Sarti, Flavia Medeiros
Formação de Professores
Socialização
Desenvolvimento Profissional
Teacher Training
Socialization
Professional Development
Formación Docente
Socialización
Desarrollo Profesional
Formation des Enseignants
Socialisation
Développement Professionnel
title_short Socioprofessional dimension of teacher training: theoretical contributions and proposals
title_full Socioprofessional dimension of teacher training: theoretical contributions and proposals
title_fullStr Socioprofessional dimension of teacher training: theoretical contributions and proposals
title_full_unstemmed Socioprofessional dimension of teacher training: theoretical contributions and proposals
title_sort Socioprofessional dimension of teacher training: theoretical contributions and proposals
author Sarti, Flavia Medeiros
author_facet Sarti, Flavia Medeiros
author_role author
dc.contributor.author.fl_str_mv Sarti, Flavia Medeiros
dc.subject.por.fl_str_mv Formação de Professores
Socialização
Desenvolvimento Profissional
Teacher Training
Socialization
Professional Development
Formación Docente
Socialización
Desarrollo Profesional
Formation des Enseignants
Socialisation
Développement Professionnel
topic Formação de Professores
Socialização
Desenvolvimento Profissional
Teacher Training
Socialization
Professional Development
Formación Docente
Socialización
Desarrollo Profesional
Formation des Enseignants
Socialisation
Développement Professionnel
description The present article focuses on the socioprofessional dimension of teacher training, based on assumptions linked to the Sociology of Practice and the Sociology of Knowledge. It centers on the concepts of habitus and of geração, taking them as unifying principles of teaching practice and proposing to articulate them with precepts of professional teacher development. The discussion is supported by a review of the literature on the processes involved in the learning and professional development of teachers. It concludes that professional teacher training at the university level requires alternating between the school and the involvement of multiple categories of trainers in which experienced teachers have a place, including in the formative monitoring of future teachers.
publishDate 2019
dc.date.none.fl_str_mv 2019-11-18
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/6796
url https://publicacoes.fcc.org.br/cp/article/view/6796
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6796/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2020 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 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. 50 No. 175: jan./mar.2020; 294-315
Cadernos de Pesquisa; Vol. 50 Núm. 175: jan./mar.2020; 294-315
Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 294-315
Cadernos de Pesquisa; v. 50 n. 175: jan./mar.2020; 294-315
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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