PROFA: Deconstructing tradition in the search for a constructivist consensus

• Autor(a) principal: Ramos, Géssica Priscila
• Data de Publicação: 2011
• Outros Autores: Ferraroni, Daniele de Souza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Comunicações
• DOI: 10.15600/2238-121X/comunicacoes.v16n2p73-83
• Texto Completo: https://www.metodista.br/revistas/revistas-unimep/index.php/comunicacoes/article/view/114
• topic: PROFA; FORMAÇÃO DE PROFESSORES; ENSINO TRADICIONAL; CONSTRUTIVISMO; pr ofa; teacher training; traditional teaching; constructivism; years of 1990

This article presents, based on documental analysis, the PROFA's (Literacy Teacher Formation Program of ME C/SE F) conception of traditional teaching. It demonstrates how conception was used as strategic mechanism of defense and induction of the adoption, by the teacher, of the conception of constructivist teaching, privileged by the Program and the federal government of the period. Based on the analysis, it was verified that PROFA has the objective of promoting and amplifying the teacher's professional training.However, when accomplishing that task, it induces the teachers to adopt the theoreticalmethodological constructivist "model", using a contrary posture to the teaching traditional model and superficially introducing in its documents. Thus, PROFA can be seen as an attempt to remove the legitimacy of the traditional practice of teaching - built by countless teachers along their careers and formations - in favor of the legitimation and purely mechanical and passive adoption of the model proposed by the Program. However, such a verification does not presuppose the defense of one or another educational model as ideal, it just recognizes the right the teacher has to discuss and reflect about his or her area, about the different pedagogic currents and choosing an effectivily legitimate political and pedagogic option.