Theoretical perspectives in the teacher education process: from technical rationality to the contributions of socio-discursive interactionism

• Autor(a) principal: Néri, Álisson
• Data de Publicação: 2006
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/14089
• topic: Teacher education; Socio-discursive interactionism; Formação de professores; Interacionismo sociodiscursivo

This work aims at presenting a brief description of some theoretical perspectives adopted in teacher education processes and reflects upon the existing relationship between these processes and the theoretical-methodological framework of the Socio-discursive Interactionism (Interacionismo Sociodiscursivo - ISD) according to the principles put forward by the Geneva group (BRONCKART, 1993, 1997; DOLZ and SCHNEUWLY, 1998), as well as by researchers in Brazil (MAGALHÃES, 2004; MACHADO, 2002; LIBERALI, 2004), whose studies have been highly important for reflections on issues related to education, teacher education, among others. In order to verify such implications, we resorted to the above authors and to several others read during the discipline Análise do Discurso na Formação de Professores, offered by Post-graduation Program in Language Studies of the State University of Londrina, taught by Professor Dr. Vera Lúcia Lopes Cristóvão. The studies presented are basically theoretical and constitute part of a proposal to work with teacher education focusing on teachers involved with primary school teaching in a city located in the North of the State of Paraná. We hold the belief that such studies allow the reflection upon teacher education from the perspective of the theoretical-methodological construct – the ISD – shared and widened by a great number of researchers in the Language Studies field.