FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE

Detalhes bibliográficos
Autor(a) principal: Fensterseifer, Paulo Evaldo
Data de Publicação: 2021
Outros Autores: Kronbauer, Luiz Gilberto
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3285
Resumo: Abstract: Inspired on the Aristotelic notion of Phronesis, a reflection on teacher formation, in the perspective of learning as an exercise that is done and redone continuously, in a reflexive, theoretically sustained attitude, is developed. The concept of contemplative life is brought closer to the one of reflexive teacher and, with that, the aim is to advance in the direction of praxis as a dialectic process of action-reflection-action, background to an initial formation of teachers, which intertwines theory and practice as the horizon of an alive teaching. This re-reading of Aristotle’s practical philosophy is accompanied by the interpretation that Hans-Georg-Gadamer does in his work Wahrheit und Methode, using the concepts of practical wisdom and mimesis, the productivity of the concept of experience and the hermeneutic actuality in Aristotle, which give structure to the following text.
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spelling FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BEFORMACIÓN Y DOCENCIA COMO PHRONESIS: SIENDO Y APRENDIENDO A SERFORMAÇÃO E DOCÊNCIA COMO PHRONESIS: SENDO E APRENDENDO A SERFormação de professoressabedoria práticamimesishermenêutica filosóficaTeacher formationpractical Wisdommimesisphilosophical hermeneuticsFormación de profesoressabiduría prácticamimesishermenéutica filosóficaAbstract: Inspired on the Aristotelic notion of Phronesis, a reflection on teacher formation, in the perspective of learning as an exercise that is done and redone continuously, in a reflexive, theoretically sustained attitude, is developed. The concept of contemplative life is brought closer to the one of reflexive teacher and, with that, the aim is to advance in the direction of praxis as a dialectic process of action-reflection-action, background to an initial formation of teachers, which intertwines theory and practice as the horizon of an alive teaching. This re-reading of Aristotle’s practical philosophy is accompanied by the interpretation that Hans-Georg-Gadamer does in his work Wahrheit und Methode, using the concepts of practical wisdom and mimesis, the productivity of the concept of experience and the hermeneutic actuality in Aristotle, which give structure to the following text.Resumen: Inspirados en la noción aristotélica de Phronesis, se desarrolló una reflexión sobre la formación docente en la perspectiva del aprender como ejercicio que se hace e rehace continuamente, en una actitud reflexiva, teóricamente sostenida. El concepto de vida contemplativa fue aproximado al del profesor reflexivo y, con eso, se buscó avanzar en la dirección de la praxis como proceso dialéctico de acción-reflexión-acción, trasfondo de una formación inicial de profesores/as, que entrelaza la teoría y la práctica como horizonte de una docencia viva. Esta reinterpretación de la filosofía práctica de Aristóteles viene acompañada de la interpretación que Hans-Georg-Gadamer realiza en su obra Wahrheit und Methode, basado en los conceptos de sabiduría práctica, de mimesis, de la productividad del concepto de experiencia y de la actualidad hermenéutica de Aristóteles, que estructuran el texto que sigue.Resumo: Inspirados na noção aristotélica de Phronesis, desenvolveu-se uma reflexão sobre a formação docente na perspectiva do aprender como exercício que se faz e se refaz continuamente, numa atitude reflexiva e, teoricamente, sustentada. Aproximou-se o conceito de vida contemplativa ao de docente reflexivo e, com isso, buscou-se avançar na direção da práxis como processo dialético de ação-reflexão-ação, pano de fundo de uma formação inicial de professores/as que entretece teoria e prática como horizonte de uma docência viva. Esta releitura da filosofia prática de Aristóteles faz-se acompanhar da interpretação que Hans-Georg-Gadamer realiza em sua obra Wahrheit und Methode, valendo-se dos conceitos de sabedoria prática, de mimesis, da produtividade do conceito de experiência e da atualidade hermenêutica de Aristóteles, e que estruturam o texto que segue.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-12-14info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/328510.1590/SciELOPreprints.3285porhttps://preprints.scielo.org/index.php/scielo/article/view/3285/5902Copyright (c) 2021 Paulo Evaldo Fensterseifer, Luiz Gilberto Kronbauerhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFensterseifer, Paulo EvaldoKronbauer, Luiz Gilbertoreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-11-23T19:10:43Zoai:ops.preprints.scielo.org:preprint/3285Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-11-23T19:10:43SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE
FORMACIÓN Y DOCENCIA COMO PHRONESIS: SIENDO Y APRENDIENDO A SER
FORMAÇÃO E DOCÊNCIA COMO PHRONESIS: SENDO E APRENDENDO A SER
title FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE
spellingShingle FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE
Fensterseifer, Paulo Evaldo
Formação de professores
sabedoria prática
mimesis
hermenêutica filosófica
Teacher formation
practical Wisdom
mimesis
philosophical hermeneutics
Formación de profesores
sabiduría práctica
mimesis
hermenéutica filosófica
title_short FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE
title_full FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE
title_fullStr FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE
title_full_unstemmed FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE
title_sort FORMATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE
author Fensterseifer, Paulo Evaldo
author_facet Fensterseifer, Paulo Evaldo
Kronbauer, Luiz Gilberto
author_role author
author2 Kronbauer, Luiz Gilberto
author2_role author
dc.contributor.author.fl_str_mv Fensterseifer, Paulo Evaldo
Kronbauer, Luiz Gilberto
dc.subject.por.fl_str_mv Formação de professores
sabedoria prática
mimesis
hermenêutica filosófica
Teacher formation
practical Wisdom
mimesis
philosophical hermeneutics
Formación de profesores
sabiduría práctica
mimesis
hermenéutica filosófica
topic Formação de professores
sabedoria prática
mimesis
hermenêutica filosófica
Teacher formation
practical Wisdom
mimesis
philosophical hermeneutics
Formación de profesores
sabiduría práctica
mimesis
hermenéutica filosófica
description Abstract: Inspired on the Aristotelic notion of Phronesis, a reflection on teacher formation, in the perspective of learning as an exercise that is done and redone continuously, in a reflexive, theoretically sustained attitude, is developed. The concept of contemplative life is brought closer to the one of reflexive teacher and, with that, the aim is to advance in the direction of praxis as a dialectic process of action-reflection-action, background to an initial formation of teachers, which intertwines theory and practice as the horizon of an alive teaching. This re-reading of Aristotle’s practical philosophy is accompanied by the interpretation that Hans-Georg-Gadamer does in his work Wahrheit und Methode, using the concepts of practical wisdom and mimesis, the productivity of the concept of experience and the hermeneutic actuality in Aristotle, which give structure to the following text.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/3285
10.1590/SciELOPreprints.3285
url https://preprints.scielo.org/index.php/scielo/preprint/view/3285
identifier_str_mv 10.1590/SciELOPreprints.3285
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/3285/5902
dc.rights.driver.fl_str_mv Copyright (c) 2021 Paulo Evaldo Fensterseifer, Luiz Gilberto Kronbauer
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Paulo Evaldo Fensterseifer, Luiz Gilberto Kronbauer
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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