Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices

Detalhes bibliográficos
Autor(a) principal: Scherer, Renata Porcher
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/6535
Resumo: Having Brazilian teaching as the object of research, this article seeks to answer the following question from a historical perspective: which Brazilian teaching practices are described in the pedagogical literature of the second half of the 20th century? Documentary analysis of three works of great impact in the educational literature is carried out and a brief analytical exercise is proposed. Far from exhausting these documentary sources, this analysis seeks to find some clues about the impact of these concepts on teaching in basic education that predominated in Brazil. Thus, the three trends that comprise (and continue to comprise) the guidelines of academic research in this period are mapped: in the 1960s, the articulations between teaching and traditionalism; in the 1980s, discussions about technical competence and political commitment; and, in the 1990s, centrality in teachers’ practice.
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spelling Modes of constitution of brazilian teaching: traditionalism, technical competence and good practicesModos de constitución de la docencia brasileña: tradicionalismo, competencia técnica y buenas prácticasModes de constitution de l’enseignement brésilien: traditionalisme, compétence technique et bonnes pratiquesModos de constituição da docência brasileira: tradicionalismo, competência técnica e boas práticasEnseignementEducation De BaseDocument HistoriqueBrésilEnseñanzaEducación BásicaDocumento HistoricoBrasilTeachingBasic EducationHistorical DocumentBrazilEnsinoEducação BásicaDocumento HistóricoBrasilHaving Brazilian teaching as the object of research, this article seeks to answer the following question from a historical perspective: which Brazilian teaching practices are described in the pedagogical literature of the second half of the 20th century? Documentary analysis of three works of great impact in the educational literature is carried out and a brief analytical exercise is proposed. Far from exhausting these documentary sources, this analysis seeks to find some clues about the impact of these concepts on teaching in basic education that predominated in Brazil. Thus, the three trends that comprise (and continue to comprise) the guidelines of academic research in this period are mapped: in the 1960s, the articulations between teaching and traditionalism; in the 1980s, discussions about technical competence and political commitment; and, in the 1990s, centrality in teachers’ practice.Al tener la docencia brasileña como objeto de investigación, desde una perspectiva histórica, el presente artículo intenta contestar la siguiente interrogante: ¿qué prácticas es posible describir acerca de la docencia brasileña en la literatura pedagógica de la segunda mitad del siglo XX? Se realiza un análisis documental de tres obras de importante impacto en la literatura educacional y se propone un breve ejercicio analítico que, en lugar de agotar tales fuentes documentales, trata de mapear algunas pistas acerca de las concepciones de investigación sobre la docencia en la educación básica que predominaron en Brasil. De este modo, se mapean tres tendencias que formaron parte (y todavía forman) de las pautas de la investigación académica en tal periodo, es decir: en la década de 1960, las articulaciones entre docencia y tradicionalismo; en la década de 1980, los debates en torno a la competencia técnica y el compromiso político; y en los años 1990, la centralidad en la práctica de los profesores.Cet article, dont l’objet de recherche est l’enseignement brésilien, cherche à répondre dans une perspective historique à la question suivante: quelles pratiques d’enseignement sont décrites dans les ouvrages pédagogiques de la seconde moitié du XXe siècle au Brésil? L’étude effectue d’abord une analyse de trois oeuvres d’impact sur le champ educationnel et propose un bref exercice analytique. Loin d’épuiser les sources documentaires, il vise à tracer quelques pistes concernant les conceptions de la recherche en enseignement qui ont prédominé dans l’éducation brésilienne. Trois tendances qui composaient, et composent toujours, les lignes directrices de la recherche de la période sont degagées: les articulations entre enseignement et traditionalisme pour les années 1960; les débats autour de la compétence technique et de l’engagement politique; dans les années 1980 et dans les années 1990, la centralité de la pratique des enseignants.Tendo a docência brasileira como objeto de pesquisa, a partir de uma perspectiva histórica, o presente artigo procura responder ao seguinte questionamento: quais práticas podem ser descritas acerca da docência brasileira na literatura pedagógica da segunda metade do século XX? Realiza-se uma análise documental de três obras de importante impacto na literatura educacional e propõe-se um breve exercício analítico, que, longe de esgotar tais fontes documentais, busca mapear algumas pistas acerca das concepções de pesquisa sobre a docência na educação básica que predominaram no Brasil. Assim, são mapeadas três tendências que compuseram (e ainda compõem) as pautas da pesquisa acadêmica nesse período, quais sejam: na década de 1960, as articulações entre docência e tradicionalismo; na década de 1980, os debates em torno da competência técnica e do compromisso político; e nos anos 1990, a centralidade na prática dos professores.Fundação Carlos Chagas2019-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/6535Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 274-293Cadernos de Pesquisa; Vol. 50 Núm. 175: jan./mar.2020; 274-293Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 274-293Cadernos de Pesquisa; v. 50 n. 175: jan./mar.2020; 274-2931980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/6535/pdfCopyright (c) 2020 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessScherer, Renata Porcher2022-09-28T15:44:26Zoai:ojs.publicacoes.fcc.org.br:article/6535Revistahttp://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:2022-09-28T15:44:26Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices
Modos de constitución de la docencia brasileña: tradicionalismo, competencia técnica y buenas prácticas
Modes de constitution de l’enseignement brésilien: traditionalisme, compétence technique et bonnes pratiques
Modos de constituição da docência brasileira: tradicionalismo, competência técnica e boas práticas
title Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices
spellingShingle Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices
Scherer, Renata Porcher
Enseignement
Education De Base
Document Historique
Brésil
Enseñanza
Educación Básica
Documento Historico
Brasil
Teaching
Basic Education
Historical Document
Brazil
Ensino
Educação Básica
Documento Histórico
Brasil
title_short Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices
title_full Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices
title_fullStr Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices
title_full_unstemmed Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices
title_sort Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices
author Scherer, Renata Porcher
author_facet Scherer, Renata Porcher
author_role author
dc.contributor.author.fl_str_mv Scherer, Renata Porcher
dc.subject.por.fl_str_mv Enseignement
Education De Base
Document Historique
Brésil
Enseñanza
Educación Básica
Documento Historico
Brasil
Teaching
Basic Education
Historical Document
Brazil
Ensino
Educação Básica
Documento Histórico
Brasil
topic Enseignement
Education De Base
Document Historique
Brésil
Enseñanza
Educación Básica
Documento Historico
Brasil
Teaching
Basic Education
Historical Document
Brazil
Ensino
Educação Básica
Documento Histórico
Brasil
description Having Brazilian teaching as the object of research, this article seeks to answer the following question from a historical perspective: which Brazilian teaching practices are described in the pedagogical literature of the second half of the 20th century? Documentary analysis of three works of great impact in the educational literature is carried out and a brief analytical exercise is proposed. Far from exhausting these documentary sources, this analysis seeks to find some clues about the impact of these concepts on teaching in basic education that predominated in Brazil. Thus, the three trends that comprise (and continue to comprise) the guidelines of academic research in this period are mapped: in the 1960s, the articulations between teaching and traditionalism; in the 1980s, discussions about technical competence and political commitment; and, in the 1990s, centrality in teachers’ practice.
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/6535
url https://publicacoes.fcc.org.br/cp/article/view/6535
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6535/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; 274-293
Cadernos de Pesquisa; Vol. 50 Núm. 175: jan./mar.2020; 274-293
Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 274-293
Cadernos de Pesquisa; v. 50 n. 175: jan./mar.2020; 274-293
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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