The state of knowledge concerning the relationship to knowing in teacher training
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Multi-Science Journal |
Texto Completo: | https://periodicos.ifgoiano.edu.br/multiscience/article/view/1267 |
Resumo: | This state of knowledge research aims to map the scientific production on the relationship to knowing in teacher training in Brazil, as well as categorize the multiple approaches and perspectives of publications on this theme. Data has been collected from the following academic databases: CAPES (a Brazilian federal government agency that stands for Coordination for the Improvement of Higher Education Personnel), Scopus, SciELO and REPERES (Network of Research on the Relationship to Knowing). This study has originated from skimming titles and abstracts of articles, dissertations and theses whose data have been processed in the light of discursive textual analysis, which involves a cycle of operations that deconstruct a corpus so as to categorize the analysis units. At the end of this stage, the following categories have emerged: school learning, school experience, knowledges (in the plural form) and formative processes. The results disclose the relevance of teachers in the pursuit of a career path with inquisitive attitudes that valorize the Other through a humanistic, dialogic and knowledge-sharing perspective. There is an emergence of Professors/Researchers who reconstruct knowledge, and therefore providing meaning to different knowledges, regardless if these are curricular, disciplinary, professional or experiential. All in all, it has been concluded that the relationship to knowing in teacher training leads to accounting not only for existing difficulties in the process of “learning to learn”, but also for the teacher’s role as mediator between knowledges, the world, his Self and the Other. |
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The state of knowledge concerning the relationship to knowing in teacher trainingLearningTeacher trainingRelationship with knowledge.This state of knowledge research aims to map the scientific production on the relationship to knowing in teacher training in Brazil, as well as categorize the multiple approaches and perspectives of publications on this theme. Data has been collected from the following academic databases: CAPES (a Brazilian federal government agency that stands for Coordination for the Improvement of Higher Education Personnel), Scopus, SciELO and REPERES (Network of Research on the Relationship to Knowing). This study has originated from skimming titles and abstracts of articles, dissertations and theses whose data have been processed in the light of discursive textual analysis, which involves a cycle of operations that deconstruct a corpus so as to categorize the analysis units. At the end of this stage, the following categories have emerged: school learning, school experience, knowledges (in the plural form) and formative processes. The results disclose the relevance of teachers in the pursuit of a career path with inquisitive attitudes that valorize the Other through a humanistic, dialogic and knowledge-sharing perspective. There is an emergence of Professors/Researchers who reconstruct knowledge, and therefore providing meaning to different knowledges, regardless if these are curricular, disciplinary, professional or experiential. All in all, it has been concluded that the relationship to knowing in teacher training leads to accounting not only for existing difficulties in the process of “learning to learn”, but also for the teacher’s role as mediator between knowledges, the world, his Self and the Other.Instituto Federal Goiano - Câmpus Urutaí2020-07-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.ifgoiano.edu.br/multiscience/article/view/126710.33837/msj.v3i2.1267Multi-Science Journal; Vol. 3 No. 2 (2020): Papers from the 8th Ibero-American Congress of Qualitative Research (CIAIQ2019); 20-26Multi-Science Journal; v. 3 n. 2 (2020): Papers from the 8th Ibero-American Congress of Qualitative Research (CIAIQ2019); 20-262359-69022359-6902reponame:Multi-Science Journalinstname:Instituto Federal de Educação, Ciência e Tecnologia Goiano (IF Goiano)instacron:IFGOengporhttps://periodicos.ifgoiano.edu.br/multiscience/article/view/1267/838https://periodicos.ifgoiano.edu.br/multiscience/article/view/1267/841Copyright (c) 2020 Marquise Meneses Santos, Marilene Batista da Cruz Nascimento, Josevânia Teixeira Guedesinfo:eu-repo/semantics/openAccessSantos, Marquise MenesesNascimento, Marilene Batista da CruzGuedes, Josevânia Teixeira2020-07-22T22:54:35Zoai:ojs.emnuvens.com.br:article/1267Revistahttps://periodicos.ifgoiano.edu.br/index.php/multisciencePUBhttps://periodicos.ifgoiano.edu.br/index.php/multiscience/oaiguilhermeifgoiano@gmail.com || multiscience@ifgoiano.edu.br || wesley.andrade@ifgoiano.edu.br2359-69022359-6902opendoar:2020-07-22T22:54:35Multi-Science Journal - Instituto Federal de Educação, Ciência e Tecnologia Goiano (IF Goiano)false |
dc.title.none.fl_str_mv |
The state of knowledge concerning the relationship to knowing in teacher training |
title |
The state of knowledge concerning the relationship to knowing in teacher training |
spellingShingle |
The state of knowledge concerning the relationship to knowing in teacher training Santos, Marquise Meneses Learning Teacher training Relationship with knowledge. |
title_short |
The state of knowledge concerning the relationship to knowing in teacher training |
title_full |
The state of knowledge concerning the relationship to knowing in teacher training |
title_fullStr |
The state of knowledge concerning the relationship to knowing in teacher training |
title_full_unstemmed |
The state of knowledge concerning the relationship to knowing in teacher training |
title_sort |
The state of knowledge concerning the relationship to knowing in teacher training |
author |
Santos, Marquise Meneses |
author_facet |
Santos, Marquise Meneses Nascimento, Marilene Batista da Cruz Guedes, Josevânia Teixeira |
author_role |
author |
author2 |
Nascimento, Marilene Batista da Cruz Guedes, Josevânia Teixeira |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santos, Marquise Meneses Nascimento, Marilene Batista da Cruz Guedes, Josevânia Teixeira |
dc.subject.por.fl_str_mv |
Learning Teacher training Relationship with knowledge. |
topic |
Learning Teacher training Relationship with knowledge. |
description |
This state of knowledge research aims to map the scientific production on the relationship to knowing in teacher training in Brazil, as well as categorize the multiple approaches and perspectives of publications on this theme. Data has been collected from the following academic databases: CAPES (a Brazilian federal government agency that stands for Coordination for the Improvement of Higher Education Personnel), Scopus, SciELO and REPERES (Network of Research on the Relationship to Knowing). This study has originated from skimming titles and abstracts of articles, dissertations and theses whose data have been processed in the light of discursive textual analysis, which involves a cycle of operations that deconstruct a corpus so as to categorize the analysis units. At the end of this stage, the following categories have emerged: school learning, school experience, knowledges (in the plural form) and formative processes. The results disclose the relevance of teachers in the pursuit of a career path with inquisitive attitudes that valorize the Other through a humanistic, dialogic and knowledge-sharing perspective. There is an emergence of Professors/Researchers who reconstruct knowledge, and therefore providing meaning to different knowledges, regardless if these are curricular, disciplinary, professional or experiential. All in all, it has been concluded that the relationship to knowing in teacher training leads to accounting not only for existing difficulties in the process of “learning to learn”, but also for the teacher’s role as mediator between knowledges, the world, his Self and the Other. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-22 |
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://periodicos.ifgoiano.edu.br/multiscience/article/view/1267 10.33837/msj.v3i2.1267 |
url |
https://periodicos.ifgoiano.edu.br/multiscience/article/view/1267 |
identifier_str_mv |
10.33837/msj.v3i2.1267 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://periodicos.ifgoiano.edu.br/multiscience/article/view/1267/838 https://periodicos.ifgoiano.edu.br/multiscience/article/view/1267/841 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal Goiano - Câmpus Urutaí |
publisher.none.fl_str_mv |
Instituto Federal Goiano - Câmpus Urutaí |
dc.source.none.fl_str_mv |
Multi-Science Journal; Vol. 3 No. 2 (2020): Papers from the 8th Ibero-American Congress of Qualitative Research (CIAIQ2019); 20-26 Multi-Science Journal; v. 3 n. 2 (2020): Papers from the 8th Ibero-American Congress of Qualitative Research (CIAIQ2019); 20-26 2359-6902 2359-6902 reponame:Multi-Science Journal instname:Instituto Federal de Educação, Ciência e Tecnologia Goiano (IF Goiano) instacron:IFGO |
instname_str |
Instituto Federal de Educação, Ciência e Tecnologia Goiano (IF Goiano) |
instacron_str |
IFGO |
institution |
IFGO |
reponame_str |
Multi-Science Journal |
collection |
Multi-Science Journal |
repository.name.fl_str_mv |
Multi-Science Journal - Instituto Federal de Educação, Ciência e Tecnologia Goiano (IF Goiano) |
repository.mail.fl_str_mv |
guilhermeifgoiano@gmail.com || multiscience@ifgoiano.edu.br || wesley.andrade@ifgoiano.edu.br |
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1798325176386977792 |