THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK

Detalhes bibliográficos
Autor(a) principal: Tozetto, Susana Soares
Data de Publicação: 2012
Tipo de documento: Artigo
Idioma: por
Título da fonte: Teoria e Prática da Educação (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/14696
Resumo: The outline presented in this article discusses the importance of experience in the construction of teacherknowledge and interference in the process of educational policy. The text provides a partial analysis of aneducational research on teacher knowledge of the change in the perspective of teachers in the early yearsof elementary school, due to the implementation of political education in a city in Paraná. The techniqueused in research was the group of nine primary school teachers.  The research was supported in the theoretical framework that links social and educational changes Hargreaves (2000),  experiential knowledge Tardif (2002) and pedagogical practices Gimeno Sacristán (1991). The research is developinga study guided by changes in the daily lives of teachers and how their knowledge were emerged along theyears of work at school. The results indicate that years of experience allow teachers more flexibility with the curriculum and interact with different methodologies to meet the needs of students.
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spelling THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORKOS SABERES DA EXPERIÊNCIA E O TRABALHO DOCENTETeaching WorkKnowledge of ExperienceEducation PolicyTrabalho DocenteSaberes da ExperiênciaPolíticas EducacionaisFormação de ProfessoresThe outline presented in this article discusses the importance of experience in the construction of teacherknowledge and interference in the process of educational policy. The text provides a partial analysis of aneducational research on teacher knowledge of the change in the perspective of teachers in the early yearsof elementary school, due to the implementation of political education in a city in Paraná. The techniqueused in research was the group of nine primary school teachers.  The research was supported in the theoretical framework that links social and educational changes Hargreaves (2000),  experiential knowledge Tardif (2002) and pedagogical practices Gimeno Sacristán (1991). The research is developinga study guided by changes in the daily lives of teachers and how their knowledge were emerged along theyears of work at school. The results indicate that years of experience allow teachers more flexibility with the curriculum and interact with different methodologies to meet the needs of students.O recorte apresentado  neste artigo  discute a importância da experiência profissional do docente na construção dos saberes e à interferência das políticas educacionais nesse processo. O texto traz  uma análise parcial de uma pesquisa em educação, sobre a mudança dos saberes docentes na perspectiva de professoras dos anos iniciais do ensino fundamental, face à implantação de ações políticas educacionais em um município do Paraná. A técnica utilizada na investigação foi o grupo focal com nove professoras primárias. A investigação foi apoiada no referencial teórico que relaciona mudanças sociais e educacionais Hargreaves (2000), saberes da experiência Tardif (2002) e práticas pedagógicas  Gimeno Sacristán (1991). A pesquisa buscou desenvolver um estudo norteado pelas mudanças no cotidiano das professoras e como seus saberes foram se constituindo ao longo dos anos de trabalho na  escola. Os resultados indicam que os anos de experiência possibilitam as professoras uma maior flexibilidade com o currículo e interagir com metodologias diferenciadas para atender às necessidades dos alunos.Universidade Estadual de Maringá2012-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionrelato de pesquisaapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1469610.4025/tpe.v14i3.14696Teoria e Prática da Educação; v. 14 n. 3 (2011); 17-242237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/14696/9638Tozetto, Susana Soaresinfo:eu-repo/semantics/openAccess2023-01-12T13:53:48Zoai:periodicos.uem.br/ojs:article/14696Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:20.865384Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true
dc.title.none.fl_str_mv THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK
OS SABERES DA EXPERIÊNCIA E O TRABALHO DOCENTE
title THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK
spellingShingle THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK
Tozetto, Susana Soares
Teaching Work
Knowledge of Experience
Education Policy
Trabalho Docente
Saberes da Experiência
Políticas Educacionais
Formação de Professores
title_short THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK
title_full THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK
title_fullStr THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK
title_full_unstemmed THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK
title_sort THE KNOWLEDGE OF TEACHING EXPERIENCE AND WORK
author Tozetto, Susana Soares
author_facet Tozetto, Susana Soares
author_role author
dc.contributor.author.fl_str_mv Tozetto, Susana Soares
dc.subject.por.fl_str_mv Teaching Work
Knowledge of Experience
Education Policy
Trabalho Docente
Saberes da Experiência
Políticas Educacionais
Formação de Professores
topic Teaching Work
Knowledge of Experience
Education Policy
Trabalho Docente
Saberes da Experiência
Políticas Educacionais
Formação de Professores
description The outline presented in this article discusses the importance of experience in the construction of teacherknowledge and interference in the process of educational policy. The text provides a partial analysis of aneducational research on teacher knowledge of the change in the perspective of teachers in the early yearsof elementary school, due to the implementation of political education in a city in Paraná. The techniqueused in research was the group of nine primary school teachers.  The research was supported in the theoretical framework that links social and educational changes Hargreaves (2000),  experiential knowledge Tardif (2002) and pedagogical practices Gimeno Sacristán (1991). The research is developinga study guided by changes in the daily lives of teachers and how their knowledge were emerged along theyears of work at school. The results indicate that years of experience allow teachers more flexibility with the curriculum and interact with different methodologies to meet the needs of students.
publishDate 2012
dc.date.none.fl_str_mv 2012-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
relato de pesquisa
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/14696
10.4025/tpe.v14i3.14696
url https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/14696
identifier_str_mv 10.4025/tpe.v14i3.14696
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/14696/9638
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Teoria e Prática da Educação; v. 14 n. 3 (2011); 17-24
2237-8707
1415-837X
reponame:Teoria e Prática da Educação (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Teoria e Prática da Educação (Online)
collection Teoria e Prática da Educação (Online)
repository.name.fl_str_mv Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com
_version_ 1792207155934265344

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