FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICAS

Detalhes bibliográficos
Autor(a) principal: Lima, Natalia Valadares
Data de Publicação: 2020
Outros Autores: Moreira Cunha, Daisy
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educacional (Online)
Texto Completo: https://periodicos2.uesb.br/index.php/praxis/article/view/6486
Resumo: This article aims to present and analyze the policies of knowledge recognition of teachers of vocational education, in the context of teacher qualification policies, making a counterpoint to the teaching practice analyzed from the ergo logical approach of work. To this end, we carry out an analysis of the policies that deal with the training and the career of teachers of federal vocational education, as well as the policies that allow the recognition of knowledge of those teachers. Afterward, based on ergo logy, we deepen the understanding of work as a place of (re)creation of knowledge by workers and about the various dimensions present and necessary to the work activity. Based on this reference, we seek to understand aspects related to the teachers’ work activity, through the analysis of data obtained during observation and interview with a vocational education teacher. The proposed approach made possible to understand the limits of the policies of qualification and recognition of knowledge when we deal with the knowledge built in the teaching experience.
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spelling FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICASQUALIFICATION AND KNOWLEDGE RECOGNITION OF TEACHERS OF VOCATIONAL EDUCATION: POLICIES AND PRACTICEFORMAÇÃO E RECONHECIMENTO DE SABERES DOS DOCENTES DA EDUCAÇÃO PROFISSIONAL: POLÍTICAS E PRÁTICASKnowledge recognitionTeacher qualificationVocational education Educação Profissional Formação de professoresReconhecimento de saberesEducación profesional Formación de profesoresReconocimiento de conocimientoThis article aims to present and analyze the policies of knowledge recognition of teachers of vocational education, in the context of teacher qualification policies, making a counterpoint to the teaching practice analyzed from the ergo logical approach of work. To this end, we carry out an analysis of the policies that deal with the training and the career of teachers of federal vocational education, as well as the policies that allow the recognition of knowledge of those teachers. Afterward, based on ergo logy, we deepen the understanding of work as a place of (re)creation of knowledge by workers and about the various dimensions present and necessary to the work activity. Based on this reference, we seek to understand aspects related to the teachers’ work activity, through the analysis of data obtained during observation and interview with a vocational education teacher. The proposed approach made possible to understand the limits of the policies of qualification and recognition of knowledge when we deal with the knowledge built in the teaching experience.Este artigo apresenta e problematiza as políticas de reconhecimento de saberes dos professores da educação profissional e tecnológica, no contexto das políticas de formação docente, fazendo um contraponto com a prática docente analisada a partir da abordagem ergológica do trabalho. Para tal, discorremos sobre as políticas que dispõem sobre a formação e a carreira dos professores da educação profissional e sobre o processo de reconhecimento de saberes destes. Posteriormente, apoiados na ergologia, aprofundamos a compreensão do trabalho enquanto local de (re)criação de saberes pelos trabalhadores e sobre as diversas dimensões presentes e necessárias à atividade de trabalho. Com base nesse referencial, buscamos compreender aspectos relacionados à atividade de trabalho docente, por meio da análise de dados obtidos durante observação e entrevista com um professor da educação profissional. Essa aproximação possibilitou compreender os problemas colocados às políticas de reconhecimento de saberes quando trata-se de avaliar saberes construídos na experiência de trabalho dos professores.Este artículo presenta y problematiza las políticas de reconocimiento de conocimiento de los docentes de educación profesional y tecnológica, en el contexto de las políticas de formación docente, haciendo un contrapunto con la práctica docente analizada desde el enfoque ergológico del trabajo. Con este fin, discutimos las políticas que tratan sobre la formación y la carrera de los docentes de educación profesional y sobre el proceso de reconocimiento de sus conocimientos. Posteriormente, con el apoyo de la ergología, profundizamos la comprensión del trabajo como un lugar para (re)crear conocimiento por parte de los trabajadores y sobre las diferentes dimensiones presentes y necesarias para la actividad laboral. Con base en este marco, buscamos comprender aspectos relacionados con la actividad de trabajo docente, a través del análisis de los datos obtenidos durante la observación y la entrevista con un maestro de educación profesional. Este enfoque permitió comprender los problemas planteados a las políticas de reconocimiento del conocimiento a la hora de evaluar el conocimiento basado en la experiencia laboral docente.Edições UESB2020-09-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos Paresapplication/pdfhttps://periodicos2.uesb.br/index.php/praxis/article/view/648610.22481/praxisedu.v16i41.6486Práxis Educacional; v. 16 n. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 476-501Práxis Educacional; Vol. 16 Núm. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 476-501Práxis Educacional; Vol. 16 No. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 476-5012178-26791809-0249reponame:Práxis Educacional (Online)instname:Universidade Estadual do Sudoeste da Bahia (UESB)instacron:UESBporhttps://periodicos2.uesb.br/index.php/praxis/article/view/6486/19Copyright (c) 2020 Práxis Educacionalhttp://creativecommons.org/licenses/by-sa/4.0info:eu-repo/semantics/openAccessLima, Natalia ValadaresMoreira Cunha, Daisy 2021-03-22T23:22:39Zoai:periodicos.periodicos2.uesb.br:article/6486Revistahttp://periodicos2.uesb.br/index.php/praxis/indexPUBhttps://periodicos2.uesb.br/index.php/praxis/oaipraxisedu@uesb.edu.br||2178-26791809-0249opendoar:2021-03-22T23:22:39Práxis Educacional (Online) - Universidade Estadual do Sudoeste da Bahia (UESB)false
dc.title.none.fl_str_mv FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICAS
QUALIFICATION AND KNOWLEDGE RECOGNITION OF TEACHERS OF VOCATIONAL EDUCATION: POLICIES AND PRACTICE
FORMAÇÃO E RECONHECIMENTO DE SABERES DOS DOCENTES DA EDUCAÇÃO PROFISSIONAL: POLÍTICAS E PRÁTICAS
title FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICAS
spellingShingle FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICAS
Lima, Natalia Valadares
Knowledge recognition
Teacher qualification
Vocational education
Educação Profissional
Formação de professores
Reconhecimento de saberes
Educación profesional
Formación de profesores
Reconocimiento de conocimiento
title_short FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICAS
title_full FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICAS
title_fullStr FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICAS
title_full_unstemmed FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICAS
title_sort FORMACIÓN Y RECONOCIMIENTO DEL CONOCIMIENTO DE PROFESORES DE EDUCACIÓN PROFESIONAL: POLÍTICAS Y PRÁCTICAS
author Lima, Natalia Valadares
author_facet Lima, Natalia Valadares
Moreira Cunha, Daisy
author_role author
author2 Moreira Cunha, Daisy
author2_role author
dc.contributor.author.fl_str_mv Lima, Natalia Valadares
Moreira Cunha, Daisy
dc.subject.por.fl_str_mv Knowledge recognition
Teacher qualification
Vocational education
Educação Profissional
Formação de professores
Reconhecimento de saberes
Educación profesional
Formación de profesores
Reconocimiento de conocimiento
topic Knowledge recognition
Teacher qualification
Vocational education
Educação Profissional
Formação de professores
Reconhecimento de saberes
Educación profesional
Formación de profesores
Reconocimiento de conocimiento
description This article aims to present and analyze the policies of knowledge recognition of teachers of vocational education, in the context of teacher qualification policies, making a counterpoint to the teaching practice analyzed from the ergo logical approach of work. To this end, we carry out an analysis of the policies that deal with the training and the career of teachers of federal vocational education, as well as the policies that allow the recognition of knowledge of those teachers. Afterward, based on ergo logy, we deepen the understanding of work as a place of (re)creation of knowledge by workers and about the various dimensions present and necessary to the work activity. Based on this reference, we seek to understand aspects related to the teachers’ work activity, through the analysis of data obtained during observation and interview with a vocational education teacher. The proposed approach made possible to understand the limits of the policies of qualification and recognition of knowledge when we deal with the knowledge built in the teaching experience.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos2.uesb.br/index.php/praxis/article/view/6486
10.22481/praxisedu.v16i41.6486
url https://periodicos2.uesb.br/index.php/praxis/article/view/6486
identifier_str_mv 10.22481/praxisedu.v16i41.6486
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos2.uesb.br/index.php/praxis/article/view/6486/19
dc.rights.driver.fl_str_mv Copyright (c) 2020 Práxis Educacional
http://creativecommons.org/licenses/by-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Práxis Educacional
http://creativecommons.org/licenses/by-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Edições UESB
publisher.none.fl_str_mv Edições UESB
dc.source.none.fl_str_mv Práxis Educacional; v. 16 n. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 476-501
Práxis Educacional; Vol. 16 Núm. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 476-501
Práxis Educacional; Vol. 16 No. 41 (2020): Edição Especial (set): POLÍTICA DE EDUCAÇÃO SUPERIOR; 476-501
2178-2679
1809-0249
reponame:Práxis Educacional (Online)
instname:Universidade Estadual do Sudoeste da Bahia (UESB)
instacron:UESB
instname_str Universidade Estadual do Sudoeste da Bahia (UESB)
instacron_str UESB
institution UESB
reponame_str Práxis Educacional (Online)
collection Práxis Educacional (Online)
repository.name.fl_str_mv Práxis Educacional (Online) - Universidade Estadual do Sudoeste da Bahia (UESB)
repository.mail.fl_str_mv praxisedu@uesb.edu.br||
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