Homeschooling: the reverse of schooling and teacher professionalization in Brazil

Detalhes bibliográficos
Autor(a) principal: Rosa, Ana Claudia Ferreira
Data de Publicação: 2020
Outros Autores: Camargo, Arlete Maria Monte de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/14818
Resumo: The homeschooling movement has produced a discourse to support the idea of effectiveness of home schooling. Dissonant of this narrative, the voice of the educators echoes reaffirming the indispensability of the school, the teacher and the State as providers of the right to education for learning and the full development of children and adolescents. In view of the defense that reverberates in the impossibility of an effective reaction from the subjects of this education (the students), this paper aims to highlight the implications of homeschooling for schooling, teacher professionalization and for education as a right. It uses discourse analysis, based on Fairclough, in a bibliographic-documentary study. The results indicate that the advocacy of homeschooling is supported in particular and exogenous cases without scientific evidence and disregards the risks of student segregation from the social learning environment. Keywords: Right to education. Homeschooling. Teaching professionalization.
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spelling Homeschooling: the reverse of schooling and teacher professionalization in BrazilHomeschooling: el reverso de la escolarización y de la profesionalización docente en BrasilHomeschooling: o reverso da escolarização e da profissionalização docente no Brasil The homeschooling movement has produced a discourse to support the idea of effectiveness of home schooling. Dissonant of this narrative, the voice of the educators echoes reaffirming the indispensability of the school, the teacher and the State as providers of the right to education for learning and the full development of children and adolescents. In view of the defense that reverberates in the impossibility of an effective reaction from the subjects of this education (the students), this paper aims to highlight the implications of homeschooling for schooling, teacher professionalization and for education as a right. It uses discourse analysis, based on Fairclough, in a bibliographic-documentary study. The results indicate that the advocacy of homeschooling is supported in particular and exogenous cases without scientific evidence and disregards the risks of student segregation from the social learning environment. Keywords: Right to education. Homeschooling. Teaching professionalization.El movimiento por la reglamentación de homeschooling produjo un discurso para sostener la idea de efectividad de la enseñanza domiciliaria. Disonante de esa narrativa, resuena la voz de los educadores reafirmando la imprescindibilidad de la escuela, del profesor, y del Estado como garantizadores del derecho a la educación para el aprendizaje y del desarrollo pleno de los niños y de los adolescentes. Ante la defensa que reverbera en la imposibilidad de reacción afectiva de los sujetos de esa educación (los estudiantes) este artículo objetiva evidenciar implicaciones del homeschooling para la escolarización, la profesionalización docente y para la educación como derecho. Se utiliza el análisis del discurso basado en Fairclough en estudio bibliográfico documental. Los resultados indican que la defensa de homeschooling se ampara en casos particulares y exógenos sin evidencias científicas y no considera los riesgos de la segregación del estudiante en el ambiente social de aprendizaje. Palabras clave: Derecho a la educación. Homeschooling. Profesionalización docente.O movimento pela regulamentação do homeschooling produziu um discurso para dar sustentação à ideia de efetividade do ensino domiciliar. Dissonante dessa narrativa, ecoa a voz dos educadores reafirmando a imprescindibilidade da escola, do professor e do Estado como garantidores do direito à educação para a aprendizagem e do desenvolvimento pleno das crianças e dos adolescentes. Diante da defesa que reverbera na impossibilidade de reação efetiva dos sujeitos dessa educação (os estudantes), este artigo objetiva evidenciar implicações do homeschooling para a escolarização, a profissionalização docente e para a educação como direito. Utiliza-se da análise de discurso, com base em Fairclough, em estudo bibliográfico-documental. Os resultados indicam que a defesa do homeschooling se ampara em casos particulares e exógenos sem evidências científicas e desconsidera os riscos da segregação do estudante do ambiente social de aprendizagem. Palavras-chave: Direito à educação. Homeschooling. Profissionalização docente.Universidade Estadual de Ponta Grossa2020-03-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1481810.5212/PraxEduc.v.15.14818.036Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-21Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-21Práxis Educativa; V. 15 (2020): Publicação contínua; 1-21Práxis Educativa; v. 15 (2020): Publicação contínua; 1-211809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/14818/209209212976https://revistas.uepg.br/index.php/praxiseducativa/article/view/14818/209209213348Copyright (c) 2020 Práxis Educativainfo:eu-repo/semantics/openAccessRosa, Ana Claudia Ferreira Camargo, Arlete Maria Monte de 2020-07-25T02:08:29Zoai:uepg.br:article/14818Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-07-25T02:08:29Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Homeschooling: the reverse of schooling and teacher professionalization in Brazil
Homeschooling: el reverso de la escolarización y de la profesionalización docente en Brasil
Homeschooling: o reverso da escolarização e da profissionalização docente no Brasil
title Homeschooling: the reverse of schooling and teacher professionalization in Brazil
spellingShingle Homeschooling: the reverse of schooling and teacher professionalization in Brazil
Rosa, Ana Claudia Ferreira
title_short Homeschooling: the reverse of schooling and teacher professionalization in Brazil
title_full Homeschooling: the reverse of schooling and teacher professionalization in Brazil
title_fullStr Homeschooling: the reverse of schooling and teacher professionalization in Brazil
title_full_unstemmed Homeschooling: the reverse of schooling and teacher professionalization in Brazil
title_sort Homeschooling: the reverse of schooling and teacher professionalization in Brazil
author Rosa, Ana Claudia Ferreira
author_facet Rosa, Ana Claudia Ferreira
Camargo, Arlete Maria Monte de
author_role author
author2 Camargo, Arlete Maria Monte de
author2_role author
dc.contributor.author.fl_str_mv Rosa, Ana Claudia Ferreira
Camargo, Arlete Maria Monte de
description The homeschooling movement has produced a discourse to support the idea of effectiveness of home schooling. Dissonant of this narrative, the voice of the educators echoes reaffirming the indispensability of the school, the teacher and the State as providers of the right to education for learning and the full development of children and adolescents. In view of the defense that reverberates in the impossibility of an effective reaction from the subjects of this education (the students), this paper aims to highlight the implications of homeschooling for schooling, teacher professionalization and for education as a right. It uses discourse analysis, based on Fairclough, in a bibliographic-documentary study. The results indicate that the advocacy of homeschooling is supported in particular and exogenous cases without scientific evidence and disregards the risks of student segregation from the social learning environment. Keywords: Right to education. Homeschooling. Teaching professionalization.
publishDate 2020
dc.date.none.fl_str_mv 2020-03-23
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/14818
10.5212/PraxEduc.v.15.14818.036
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/14818
identifier_str_mv 10.5212/PraxEduc.v.15.14818.036
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/14818/209209212976
https://revistas.uepg.br/index.php/praxiseducativa/article/view/14818/209209213348
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-21
Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-21
Práxis Educativa; V. 15 (2020): Publicação contínua; 1-21
Práxis Educativa; v. 15 (2020): Publicação contínua; 1-21
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