Principles of situated cognition and national curriculum guidelines for training of teachers

Detalhes bibliográficos
Autor(a) principal: Oliveira, Raquel Gomes de
Data de Publicação: 2011
Outros Autores: Di Giorgi, Cristiano Amaral Garboggini
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/8011
Resumo: This article seeks to demonstrate that the concept of situated cognition can be fruitful for teacher training processes and therefore to the pedagogical practice of teaching courses. Thus, we present the theoretical frameworks and approaches brought by this concept and, through them, point out that the national guidelines for training teachers of basic education, both set by the CNE/CP 09/2001 and by the CNE/CP 01/2002, may be more richly operationalized when taking into account the aforementioned theoretical frameworks. We bring further examples of best teaching practices that suggest how this operationalization can happen in practice.
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spelling Principles of situated cognition and national curriculum guidelines for training of teachersPrincípios da cognição situada e as diretrizes curriculares nacionais para a formação de professoressituated cognitionteacher educationteaching practicecognição situadaformação de professoresprática pedagógicaThis article seeks to demonstrate that the concept of situated cognition can be fruitful for teacher training processes and therefore to the pedagogical practice of teaching courses. Thus, we present the theoretical frameworks and approaches brought by this concept and, through them, point out that the national guidelines for training teachers of basic education, both set by the CNE/CP 09/2001 and by the CNE/CP 01/2002, may be more richly operationalized when taking into account the aforementioned theoretical frameworks. We bring further examples of best teaching practices that suggest how this operationalization can happen in practice.Este artigo busca mostrar que o conceito de cognição situada pode ser fecundo para processos de formação de professores; portanto; para a prática pedagógica dos cursos de licenciatura. Assim, apresentamos os aportes teóricos trazidos por esse conceito, para, então, apontarmos que as diretrizes nacionais para a formação de professores da Educação Básica, estipuladas tanto pelo Parecer CNE/CP 09/2001 quanto pela Resolução CNE/CP 01/2002, podem ser mais ricamente operacionalizadas quando se consideram os mencionados aportes teóricos. Trazemos ainda exemplos de experiências de práticas pedagógicas que sugerem como essa operacionalização pode acontecer na prática.Editora da PUCRS - ediPUCRS2011-10-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/8011Educação; Vol. 34 No. 3 (2011): Art, culture, education: mutationsEducação; Vol. 34 Núm. 3 (2011): Arte, cultura, educación: mutacionesEducação; v. 34 n. 3 (2011): Arte, cultura, educação: mutações1981-25820101-465Xreponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/8011/6786Oliveira, Raquel Gomes deDi Giorgi, Cristiano Amaral Garbogginiinfo:eu-repo/semantics/openAccess2021-09-14T18:44:02Zoai:ojs.revistaseletronicas.pucrs.br:article/8011Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:44:02Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Principles of situated cognition and national curriculum guidelines for training of teachers
Princípios da cognição situada e as diretrizes curriculares nacionais para a formação de professores
title Principles of situated cognition and national curriculum guidelines for training of teachers
spellingShingle Principles of situated cognition and national curriculum guidelines for training of teachers
Oliveira, Raquel Gomes de
situated cognition
teacher education
teaching practice
cognição situada
formação de professores
prática pedagógica
title_short Principles of situated cognition and national curriculum guidelines for training of teachers
title_full Principles of situated cognition and national curriculum guidelines for training of teachers
title_fullStr Principles of situated cognition and national curriculum guidelines for training of teachers
title_full_unstemmed Principles of situated cognition and national curriculum guidelines for training of teachers
title_sort Principles of situated cognition and national curriculum guidelines for training of teachers
author Oliveira, Raquel Gomes de
author_facet Oliveira, Raquel Gomes de
Di Giorgi, Cristiano Amaral Garboggini
author_role author
author2 Di Giorgi, Cristiano Amaral Garboggini
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Raquel Gomes de
Di Giorgi, Cristiano Amaral Garboggini
dc.subject.por.fl_str_mv situated cognition
teacher education
teaching practice
cognição situada
formação de professores
prática pedagógica
topic situated cognition
teacher education
teaching practice
cognição situada
formação de professores
prática pedagógica
description This article seeks to demonstrate that the concept of situated cognition can be fruitful for teacher training processes and therefore to the pedagogical practice of teaching courses. Thus, we present the theoretical frameworks and approaches brought by this concept and, through them, point out that the national guidelines for training teachers of basic education, both set by the CNE/CP 09/2001 and by the CNE/CP 01/2002, may be more richly operationalized when taking into account the aforementioned theoretical frameworks. We bring further examples of best teaching practices that suggest how this operationalization can happen in practice.
publishDate 2011
dc.date.none.fl_str_mv 2011-10-04
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://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/8011
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/8011
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/8011/6786
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 34 No. 3 (2011): Art, culture, education: mutations
Educação; Vol. 34 Núm. 3 (2011): Arte, cultura, educación: mutaciones
Educação; v. 34 n. 3 (2011): Arte, cultura, educação: mutações
1981-2582
0101-465X
reponame:Educação
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Educação
collection Educação
repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br||reveduc@pucrs.br
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