Dialogical knowledge and rationality of pedagogical praxis in a networked teacher training

• Autor(a) principal: Dutra, Marlene de Alencar
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/9149
• topic: Saber dialógico; Racionalidade da práxis pedagógica; Multirreferencialidade; Formação docente em Rede; Dialogical knowledge; Rationality of pedagogical praxis; Multireferentiality; Teacher training in Network

Summary is the result of a doctoral research that aimed to understand how dialogic knowledge and the rationality of pedagogical praxis are interrelated as a possibility for multi-referential teaching-learning in the context of teacher training in a Network. The theoretical-methodological contribution was the ethnoresearch-training, conceived as a policy of investigation and training, transgressing the method, not perceived as linear, closed, but dialogic, in an exercise of the paradigm of complexity and the multi-referential perspective of a critical qualitative research. The generation of data became possible from an extension course: “Linking narratives and teacher reflexivity in self-training processes”. In it, 16 teachers willing to experience a teaching self-training process in the Network interacted. The different interactive digital media activated were devices and instruments for the transit and recording of the narratives and discourses of the responsive subjects, having the dialogic analysis of the discourse as a possibility of the understandings presented in the research. It was found that the interaction between dialogic knowledge and the rationality of pedagogical praxis in the dialogic and dialectical relationships between the interactants of a teacher training in Network favors multi-referential teaching-learning, in order to enhance critical reflexivity, autonomy and authorship teacher.