Teaching knowledge and its relationship with didactics in the teaching process

Detalhes bibliográficos
Autor(a) principal: Freitas, Munique de Souza
Data de Publicação: 2019
Outros Autores: Oliveira, Danielle Rodrigues
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práticas Educativas, Memórias e Oralidades
Texto Completo: https://revistas.uece.br/index.php/revpemo/article/view/3562
Resumo: The objective of this theoretical article is to discuss the relationship between teaching knowledge and didactics. The theoretical approach uses the key concepts of Tardif (2002), which defines four types of knowledge, influencing training and teaching praxis, and also the theory of the relation of knowledge by Charlot (2000), which, in contrast to Tardif, presents the need for mobilization, meaning and activity in the appropriation of knowledge. Thus, for this author, learning happens when knowledge has meaning and causes some internal mobilization in the subject. With the bibliographic research, it was possible to conclude that the construction and the appropriation of knowledge depend on several learning objects which are not linked to theoretical-practical concepts. In addition, it was observed that one theory does not disqualify the other, social interaction with the school, the environment, students and the world are common concepts presented by both.
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spelling Teaching knowledge and its relationship with didactics in the teaching processSaberes docentes e sua relação com a didática no processo de ensinoSaberes docentesFormação docenteDidáticaSaberes docentesTeaching knowledgeTeacher trainingDidacticsThe objective of this theoretical article is to discuss the relationship between teaching knowledge and didactics. The theoretical approach uses the key concepts of Tardif (2002), which defines four types of knowledge, influencing training and teaching praxis, and also the theory of the relation of knowledge by Charlot (2000), which, in contrast to Tardif, presents the need for mobilization, meaning and activity in the appropriation of knowledge. Thus, for this author, learning happens when knowledge has meaning and causes some internal mobilization in the subject. With the bibliographic research, it was possible to conclude that the construction and the appropriation of knowledge depend on several learning objects which are not linked to theoretical-practical concepts. In addition, it was observed that one theory does not disqualify the other, social interaction with the school, the environment, students and the world are common concepts presented by both.O objetivo desse artigo teórico é discutir a relação dos saberes docentes com a didática. A abordagem teórica se utiliza dos conceitos-chaves de Tardif (2002) que define quatro tipos de saberes, influenciadores da formação e da práxis docente, e também da teoria da relação do saber de Charlot (2000) que, em contraponto à Tardif, apresenta a necessidade de mobilização, de sentido e de atividade na apropriação do saber. Assim, para este autor, o aprendizado acontece quando o saber possui sentido e causa alguma mobilização interna no sujeito. Com a pesquisa bibliográfica, foi possível concluir que a construção e a apropriação do saber dependem de vários objetos de aprendizagem os quais não se prendem a conceitos teórico-práticos. Além disso, observou-se que uma teoria não desqualifica a outra, a interação social com a escola, o ambiente, os alunos e o mundo são conceitos comuns apresentados por ambos.EdUECE - Editora da Universidade Estadual do Ceará2019-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/revpemo/article/view/356210.47149/pemo.v1i2.3562Educational Practices, Memories and Oralities; Vol. 1 No. 2 (2019): Práticas Educativas, Memórias e Oralidades; 1-14Práticas Educativas, Memórias e Oralidades; Vol. 1 Núm. 2 (2019): Práticas Educativas, Memórias e Oralidades; 1-14Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 1 n. 2 (2019): Práticas Educativas, Memórias e Oralidades; 1-142675-519X10.47149/pemo.v1i2reponame:Práticas Educativas, Memórias e Oralidadesinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/revpemo/article/view/3562/3124Copyright (c) 2020 Munique de Souza Freitas, Danielle Rodrigues Oliveira (Autor)http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFreitas, Munique de SouzaOliveira, Danielle Rodrigues2021-05-19T22:31:31Zoai:ojs.revistas.uece.br:article/3562Revistahttps://revistas.uece.br/index.php/revpemoPUBhttps://revistas.uece.br/index.php/revpemo/oairev.pemo@uece.br2675-519X2675-519Xopendoar:2021-05-19T22:31:31Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Teaching knowledge and its relationship with didactics in the teaching process
Saberes docentes e sua relação com a didática no processo de ensino
title Teaching knowledge and its relationship with didactics in the teaching process
spellingShingle Teaching knowledge and its relationship with didactics in the teaching process
Freitas, Munique de Souza
Saberes docentes
Formação docente
Didática
Saberes docentes
Teaching knowledge
Teacher training
Didactics
title_short Teaching knowledge and its relationship with didactics in the teaching process
title_full Teaching knowledge and its relationship with didactics in the teaching process
title_fullStr Teaching knowledge and its relationship with didactics in the teaching process
title_full_unstemmed Teaching knowledge and its relationship with didactics in the teaching process
title_sort Teaching knowledge and its relationship with didactics in the teaching process
author Freitas, Munique de Souza
author_facet Freitas, Munique de Souza
Oliveira, Danielle Rodrigues
author_role author
author2 Oliveira, Danielle Rodrigues
author2_role author
dc.contributor.author.fl_str_mv Freitas, Munique de Souza
Oliveira, Danielle Rodrigues
dc.subject.por.fl_str_mv Saberes docentes
Formação docente
Didática
Saberes docentes
Teaching knowledge
Teacher training
Didactics
topic Saberes docentes
Formação docente
Didática
Saberes docentes
Teaching knowledge
Teacher training
Didactics
description The objective of this theoretical article is to discuss the relationship between teaching knowledge and didactics. The theoretical approach uses the key concepts of Tardif (2002), which defines four types of knowledge, influencing training and teaching praxis, and also the theory of the relation of knowledge by Charlot (2000), which, in contrast to Tardif, presents the need for mobilization, meaning and activity in the appropriation of knowledge. Thus, for this author, learning happens when knowledge has meaning and causes some internal mobilization in the subject. With the bibliographic research, it was possible to conclude that the construction and the appropriation of knowledge depend on several learning objects which are not linked to theoretical-practical concepts. In addition, it was observed that one theory does not disqualify the other, social interaction with the school, the environment, students and the world are common concepts presented by both.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-01
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/revpemo/article/view/3562
10.47149/pemo.v1i2.3562
url https://revistas.uece.br/index.php/revpemo/article/view/3562
identifier_str_mv 10.47149/pemo.v1i2.3562
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/revpemo/article/view/3562/3124
dc.rights.driver.fl_str_mv Copyright (c) 2020 Munique de Souza Freitas, Danielle Rodrigues Oliveira (Autor)
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Munique de Souza Freitas, Danielle Rodrigues Oliveira (Autor)
http://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 EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Educational Practices, Memories and Oralities; Vol. 1 No. 2 (2019): Práticas Educativas, Memórias e Oralidades; 1-14
Práticas Educativas, Memórias e Oralidades; Vol. 1 Núm. 2 (2019): Práticas Educativas, Memórias e Oralidades; 1-14
Práticas Educativas, Memórias e Oralidades - Rev. Pemo; v. 1 n. 2 (2019): Práticas Educativas, Memórias e Oralidades; 1-14
2675-519X
10.47149/pemo.v1i2
reponame:Práticas Educativas, Memórias e Oralidades
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Práticas Educativas, Memórias e Oralidades
collection Práticas Educativas, Memórias e Oralidades
repository.name.fl_str_mv Práticas Educativas, Memórias e Oralidades - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv rev.pemo@uece.br
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