O verbalismo no discurso dos profissionais da educação

• Autor(a) principal: Silva, Janaina Pereira da
• Data de Publicação: 2009
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/29012
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; Teoria; Prática; Verbalismo; Education; Theory; Practice; Verbalism

It is common to use phrases like “I am constructivist” or “this is too traditional for me” among educators of different levels. Quotes that should express the philosophical ideals of its speakers are said without the necessary reflection and became vain and common sense. In other words, not everything that is said is what is done, and often times expressed theory is inconsistent with the practice made; but rather it relates to a verbalism and activism – that opposes the theory and practice indiscriminately – instead of being interpreted as units that go together and mutually in the construction of knowledge. Accordingly, this study has the intention to learn and analyze the discourse of educators in different levels through description and interpretation of the following aspects that comprise and influence this speech: rapid diversification and spread of theories – from the breakage of traditional school to establishment of new school; its strengths and weaknesses based on the theory of curvature of the rod (Saviani, 2008) -, political discontinuity, and verbalism. Concurrently, this study aims to contribute to the training of educational coordinators, constructing his/her personal and professional identities and giving the necessary assistance for him/her to understand and recognize the different theories and practices within the educational community; and, at the same time, to interfere and work with teachers through continuing education