Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação & Formação (Fortaleza) |
Texto Completo: | https://revistas.uece.br/index.php/redufor/article/view/2885 |
Resumo: | The present article is an excerpt of a broader research, in which we investigate the knowledge and practices of teachers of basic education. The writing focuses on teaching practice, understanding it as an important locus of production and re-signification of knowledge. We analyzed the complexity of the knowledge of the professorial practice and how the everyday forges such knowledge. In this sense, the reflections that we bring in this writing, meet the perspective that sees teaching as a professional practice located, being the teacher an active subject and that resigns and intervenes in the actions of his profession, being, therefore, active subject of his practice. Through testimony of teachers of History of public secondary education in the city of Maranguape, in the state of Ceará, it was possible to verify that the daily making of the teaching profession constitutes an undeniable locus of formation for the definition of the professional identity of the teacher, revealing the gaps left by the initial formation, thus revealing the formative character of the practice of the act of teaching. |
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Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practicesPractica como lugar de Producción de Conocimiento: las voces de los maestros sobre la formación inicial y las prácticas escolares cotidianasPratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practicesA Prática como lócus de Produção de Saberes: vozes de professores sobre formação inicial e práticas escolares cotidianasSaberes docentesFormação inicialSaberes da práticaFormação Inicial de Professores e Saberes da PráticaTeachers' knowledgeInitial formationKnowledge of practiceInitial teacher training and practical knowledgeSaberes docentesFormación inicialSaberes de la prácticaFormación inicial del profesorado y conocimiento prácticoThe present article is an excerpt of a broader research, in which we investigate the knowledge and practices of teachers of basic education. The writing focuses on teaching practice, understanding it as an important locus of production and re-signification of knowledge. We analyzed the complexity of the knowledge of the professorial practice and how the everyday forges such knowledge. In this sense, the reflections that we bring in this writing, meet the perspective that sees teaching as a professional practice located, being the teacher an active subject and that resigns and intervenes in the actions of his profession, being, therefore, active subject of his practice. Through testimony of teachers of History of public secondary education in the city of Maranguape, in the state of Ceará, it was possible to verify that the daily making of the teaching profession constitutes an undeniable locus of formation for the definition of the professional identity of the teacher, revealing the gaps left by the initial formation, thus revealing the formative character of the practice of the act of teaching. El presente artículo es un extracto de una investigación más amplia, en la que investigamos los saberes y las prácticas de profesores de la educación básica. La escritura enfoca la práctica docente, entendiéndola como lócus importante de producción y resignificación de saberes. Analizamos la complejidad de los saberes de la práctica docente y cómo el cotidiano forja tales saberes. En este sentido, las reflexiones que traemos en esta escritura van al encuentro de la perspectiva que ve la docencia como una práctica profesional situada, siendo el profesor un sujeto activo y que resignifica e interviene en los hechos de su profesión, siendo, por lo tanto, sujeto activo de su práctica. Por medio de testimonios de profesores de Historia de la enseñanza media pública de la ciudad de Maranguape, en el estado de Ceará, ha sido posible aferir que el hacer diario del oficio docente constituye un lócus de formación incontestable para la definición de la identidad profesional docente, revelando las lagunas de la formación inicial, indicando, así, el carácter formador de la práctica del acto de enseñanza. The present article is an excerpt of a broader research, in which we investigate the knowledge and practices of teachers of basic education. The writing focuses on teaching practice, understanding it as an important locus of production and re-signification of knowledge. We analyzed the complexity of the knowledge of the professorial practice and how the everyday forges such knowledge. In this sense, the reflections that we bring in this writing, meet the perspective that sees teaching as a professional practice located, being the teacher an active subject and that resigns and intervenes in the actions of his profession, being, therefore, active subject of his practice. Through testimony of teachers of History of public secondary education in the city of Maranguape, in the state of Ceará, it was possible to verify that the daily making of the teaching profession constitutes an undeniable locus of formation for the definition of the professional identity of the teacher, revealing the gaps left by the initial formation, thus revealing the formative character of the practice of the act of teaching.O presente artigo é um excerto de uma pesquisa mais ampla, na qual investigamos os saberes e práticas de professores da educação básica. A escrita foca a prática docente, entendendo-a como lócus importante de produção e ressignificação de saberes. Analisamos a complexidade dos saberes da prática professoral e como o cotidiano forja tais saberes. Neste sentido, as reflexões que trazemos nesta escrita, vão ao encontro da perspectiva que vê a docência como uma prática profissional situada, sendo o professor um sujeito ativo e que ressignifica e intervém nos fazeres de sua profissão. Por meio de depoimentos de professores de História do ensino médio público da cidade de Maranguape, no estado do Ceará, foi possível aferir que o fazer diário do ofício docente constitui lócus de formação incontestável para a definição da identidade profissional docente, revelando as lacunas deixadas pela formação inicial, mostrando, assim, o caráter formador da prática do ato de ensinar. EdUECE2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/pdfapplication/ziphttps://revistas.uece.br/index.php/redufor/article/view/288510.25053/redufor.v6i16jan/abr.2885Educ. Form.; Vol. 6 No. 1 (2021): Education & Training; e2885Educ. Form.; Vol. 6 Núm. 1 (2021): Educação & Formação; e2885Éducation et formation; Vol. 6 No 1 (2021): Educação & Formação; e2885Educ. Form.; v. 6 n. 1 (2021): Educação & Formação; e28852448-3583reponame:Educação & Formação (Fortaleza)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporenghttps://revistas.uece.br/index.php/redufor/article/view/2885/3528https://revistas.uece.br/index.php/redufor/article/view/2885/3529https://revistas.uece.br/index.php/redufor/article/view/2885/3734https://revistas.uece.br/index.php/redufor/article/view/2885/4153https://revistas.uece.br/index.php/redufor/article/view/2885/4154Copyright (c) 2021 Sonia Maria Soares de Oliveira, Fátima Maria Leitão Araújo, Carlos Diogo Mendonça da Silvahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Sonia Maria Soares deAraújo, Fátima Maria LeitãoSilva, Carlos Diogo Mendonça da2023-06-29T13:33:27Zoai:ojs.revistas.uece.br:article/2885Revistahttps://revistas.uece.br/index.php/reduforPUBhttps://revistas.uece.br/index.php/redufor/oairedufor@gmail.com||lia.fialho@uece.br2448-35832448-3583opendoar:2023-06-29T13:33:27Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices Practica como lugar de Producción de Conocimiento: las voces de los maestros sobre la formación inicial y las prácticas escolares cotidianas Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices A Prática como lócus de Produção de Saberes: vozes de professores sobre formação inicial e práticas escolares cotidianas |
title |
Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices |
spellingShingle |
Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices Oliveira, Sonia Maria Soares de Saberes docentes Formação inicial Saberes da prática Formação Inicial de Professores e Saberes da Prática Teachers' knowledge Initial formation Knowledge of practice Initial teacher training and practical knowledge Saberes docentes Formación inicial Saberes de la práctica Formación inicial del profesorado y conocimiento práctico |
title_short |
Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices |
title_full |
Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices |
title_fullStr |
Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices |
title_full_unstemmed |
Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices |
title_sort |
Pratice as locus of Knowledge Production: teacher’s voices about initial training everyday school practices |
author |
Oliveira, Sonia Maria Soares de |
author_facet |
Oliveira, Sonia Maria Soares de Araújo, Fátima Maria Leitão Silva, Carlos Diogo Mendonça da |
author_role |
author |
author2 |
Araújo, Fátima Maria Leitão Silva, Carlos Diogo Mendonça da |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Oliveira, Sonia Maria Soares de Araújo, Fátima Maria Leitão Silva, Carlos Diogo Mendonça da |
dc.subject.por.fl_str_mv |
Saberes docentes Formação inicial Saberes da prática Formação Inicial de Professores e Saberes da Prática Teachers' knowledge Initial formation Knowledge of practice Initial teacher training and practical knowledge Saberes docentes Formación inicial Saberes de la práctica Formación inicial del profesorado y conocimiento práctico |
topic |
Saberes docentes Formação inicial Saberes da prática Formação Inicial de Professores e Saberes da Prática Teachers' knowledge Initial formation Knowledge of practice Initial teacher training and practical knowledge Saberes docentes Formación inicial Saberes de la práctica Formación inicial del profesorado y conocimiento práctico |
description |
The present article is an excerpt of a broader research, in which we investigate the knowledge and practices of teachers of basic education. The writing focuses on teaching practice, understanding it as an important locus of production and re-signification of knowledge. We analyzed the complexity of the knowledge of the professorial practice and how the everyday forges such knowledge. In this sense, the reflections that we bring in this writing, meet the perspective that sees teaching as a professional practice located, being the teacher an active subject and that resigns and intervenes in the actions of his profession, being, therefore, active subject of his practice. Through testimony of teachers of History of public secondary education in the city of Maranguape, in the state of Ceará, it was possible to verify that the daily making of the teaching profession constitutes an undeniable locus of formation for the definition of the professional identity of the teacher, revealing the gaps left by the initial formation, thus revealing the formative character of the practice of the act of teaching. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 |
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://revistas.uece.br/index.php/redufor/article/view/2885 10.25053/redufor.v6i16jan/abr.2885 |
url |
https://revistas.uece.br/index.php/redufor/article/view/2885 |
identifier_str_mv |
10.25053/redufor.v6i16jan/abr.2885 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/redufor/article/view/2885/3528 https://revistas.uece.br/index.php/redufor/article/view/2885/3529 https://revistas.uece.br/index.php/redufor/article/view/2885/3734 https://revistas.uece.br/index.php/redufor/article/view/2885/4153 https://revistas.uece.br/index.php/redufor/article/view/2885/4154 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/pdf application/zip |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
dc.source.none.fl_str_mv |
Educ. Form.; Vol. 6 No. 1 (2021): Education & Training; e2885 Educ. Form.; Vol. 6 Núm. 1 (2021): Educação & Formação; e2885 Éducation et formation; Vol. 6 No 1 (2021): Educação & Formação; e2885 Educ. Form.; v. 6 n. 1 (2021): Educação & Formação; e2885 2448-3583 reponame:Educação & Formação (Fortaleza) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Educação & Formação (Fortaleza) |
collection |
Educação & Formação (Fortaleza) |
repository.name.fl_str_mv |
Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
redufor@gmail.com||lia.fialho@uece.br |
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1798329443758899200 |