THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION

Detalhes bibliográficos
Autor(a) principal: Borges, Cintia Bárbara Silva
Data de Publicação: 2021
Outros Autores: Santos, Itamaray Nascimento Cleomendes dos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/65170
Resumo: The purpose of this article is initially to discuss about the interfaces of teaching figure, with regard to professional ethics, the process of (de)professionalization and the paths and mispaths traveled, in addition aims to present the paths of such training pointing out the dilemmas, possibilities, clashes and adjustments. In this sense, we seek to clarify and respond to these tensions, which are strongly evidenced in contemporary times. Therefore, some questions circumscribe this article, namely: how professional ethical training is constructed; how (de)professionalization impacts on the constitution of professional ethics and what are the challenges faced in this educational context in the face of these demands in teaching trajectory. In addiction, the theoretical constructs are based on the assumptions of Sacristán (1995), Kleiman (2001), Tardif (2014), Reis (2020) and other authors who collaborate for the scope of this text. Finally, this paper elucidates that the profissionalization and professional ethical are fundamentals elements and integrates teaching practices and their tranning in the confrotation with deprofissionalization. KEYWORDS: Professional Ethics. (De)profissionalization. Teacher Training. Teaching Trajectory.
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spelling THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATIONLAS FACETAS DE LA FIGURA DEL PROFESOR: CAMINOS Y DESCAMINOS DE LA (DES)PROFESIONALIZACIÓN DOCENTEAS INTERFACES DA FIGURA DO PROFESSOR: CAMINHOS E DESCAMINHOS DA (DES)PROFISSIONALIZAÇÃO DOCENTE The purpose of this article is initially to discuss about the interfaces of teaching figure, with regard to professional ethics, the process of (de)professionalization and the paths and mispaths traveled, in addition aims to present the paths of such training pointing out the dilemmas, possibilities, clashes and adjustments. In this sense, we seek to clarify and respond to these tensions, which are strongly evidenced in contemporary times. Therefore, some questions circumscribe this article, namely: how professional ethical training is constructed; how (de)professionalization impacts on the constitution of professional ethics and what are the challenges faced in this educational context in the face of these demands in teaching trajectory. In addiction, the theoretical constructs are based on the assumptions of Sacristán (1995), Kleiman (2001), Tardif (2014), Reis (2020) and other authors who collaborate for the scope of this text. Finally, this paper elucidates that the profissionalization and professional ethical are fundamentals elements and integrates teaching practices and their tranning in the confrotation with deprofissionalization. KEYWORDS: Professional Ethics. (De)profissionalization. Teacher Training. Teaching Trajectory.El artículo que se presenta inicialmente tiene como finalidad discutir sobre las facetas de la figura docente, en lo que atañe a la ética profesional, el proceso de (des)profesionalización y los caminos y descaminos atravesados, así como se objetiva presentar los recorridos de esa formación apuntando los dilemas, posibilidades, conflictos y ajustes. En ese sentido, buscamos aclarar y contestar esas tensiones, las cuales son fuertemente evidenciadas en la contemporaneidad. Por lo tanto, algunos cuestionamientos circunscriben este artículo, a saber: como la formación ética profesional es construida; de qué modo la (des)profesionalización impacta en la constitución de la ética profesional y cuáles son los desafíos enfrentados en ese contexto educacional frente a esas demandas en la trayectoria docente. Además, los constructos teóricos coinciden a partir de los presupuestos de Sacristán (1995), Kleiman (2001), Tardif (2014), Reis (2020) y otros autores que contribuyen con el propósito de ese texto. Por fin, este artículo elucida que la profesionalización y la ética profesional son elementos fundamentales e integrados a las prácticas docentes y a la formación, en el enfrentamiento a la (des)profesionalización. PALABRAS-CLAVE: Ética Profesional. (Des)profesionalización. Formación Docente. Trayectoria Docente.O presente artigo, inicialmente, tem por finalidade discutir acerca das interfaces da figura docente, no que concerne à ética profissional, ao processo de (des)profissionalização e aos caminhos e descaminhos percorridos, assim como visa apresentar os percursos dessa formação, apontando os dilemas, possibilidades, embates e ajustes. Nesse sentido, buscamos aclarar e responder esses tensionamentos, os quais são fortemente evidenciados na contemporaneidade. Portanto, alguns questionamentos circunscrevem este artigo, a saber: como a formação ética profissional é construída? De que forma a (des)profissionalização impacta na constituição da ética profissional e quais os desafios enfrentados nesse contexto educacional frente a essas demandas na trajetória docente? Ademais, os construtos teóricos coadunam a partir dos pressupostos de Sacristán (1995), Kleiman (2001), Tardif (2014), Reis (2020) e demais autores, que colaboram para o escopo do texto. Por fim, este artigo elucida que a profissionalização e a ética profissional são elementos fundamentais e integrados às práticas docentes e à formação no enfrentamento à desprofissionalização. PALAVRAS-CHAVE: Ética Profissional. (Des)profissionalização. Formação Docente. Trajetória Docente.Faculdade de Educação (UFG)2021-12-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/6517010.5216/ia.v46i3.65170Journal Inter-Ação; Vol. 46 No. 3 (2021): Black Pedagogies: political practices, epistemologies and praxis; 1531-1547Revista Inter Ação; Vol. 46 Núm. 3 (2021): Pedagogías Negras: prácticas políticas, espistemologías y praxis; 1531-1547Revista Inter-Ação; v. 46 n. 3 (2021): Pedagogias Negras: práticas políticas, epistemologias e práxis; 1531-15471981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/65170/37779Copyright (c) 2021 Cintia Bárbara Silva Borges, Itamaray Nascimento Cleomendes dos Santosinfo:eu-repo/semantics/openAccessBorges, Cintia Bárbara SilvaSantos, Itamaray Nascimento Cleomendes dos2021-12-24T15:13:51Zoai:ojs.revistas.ufg.br:article/65170Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:00.534429Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION
LAS FACETAS DE LA FIGURA DEL PROFESOR: CAMINOS Y DESCAMINOS DE LA (DES)PROFESIONALIZACIÓN DOCENTE
AS INTERFACES DA FIGURA DO PROFESSOR: CAMINHOS E DESCAMINHOS DA (DES)PROFISSIONALIZAÇÃO DOCENTE
title THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION
spellingShingle THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION
Borges, Cintia Bárbara Silva
title_short THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION
title_full THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION
title_fullStr THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION
title_full_unstemmed THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION
title_sort THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION
author Borges, Cintia Bárbara Silva
author_facet Borges, Cintia Bárbara Silva
Santos, Itamaray Nascimento Cleomendes dos
author_role author
author2 Santos, Itamaray Nascimento Cleomendes dos
author2_role author
dc.contributor.author.fl_str_mv Borges, Cintia Bárbara Silva
Santos, Itamaray Nascimento Cleomendes dos
description The purpose of this article is initially to discuss about the interfaces of teaching figure, with regard to professional ethics, the process of (de)professionalization and the paths and mispaths traveled, in addition aims to present the paths of such training pointing out the dilemmas, possibilities, clashes and adjustments. In this sense, we seek to clarify and respond to these tensions, which are strongly evidenced in contemporary times. Therefore, some questions circumscribe this article, namely: how professional ethical training is constructed; how (de)professionalization impacts on the constitution of professional ethics and what are the challenges faced in this educational context in the face of these demands in teaching trajectory. In addiction, the theoretical constructs are based on the assumptions of Sacristán (1995), Kleiman (2001), Tardif (2014), Reis (2020) and other authors who collaborate for the scope of this text. Finally, this paper elucidates that the profissionalization and professional ethical are fundamentals elements and integrates teaching practices and their tranning in the confrotation with deprofissionalization. KEYWORDS: Professional Ethics. (De)profissionalization. Teacher Training. Teaching Trajectory.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/interacao/article/view/65170
10.5216/ia.v46i3.65170
url https://revistas.ufg.br/interacao/article/view/65170
identifier_str_mv 10.5216/ia.v46i3.65170
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/65170/37779
dc.rights.driver.fl_str_mv Copyright (c) 2021 Cintia Bárbara Silva Borges, Itamaray Nascimento Cleomendes dos Santos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Cintia Bárbara Silva Borges, Itamaray Nascimento Cleomendes dos Santos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 46 No. 3 (2021): Black Pedagogies: political practices, epistemologies and praxis; 1531-1547
Revista Inter Ação; Vol. 46 Núm. 3 (2021): Pedagogías Negras: prácticas políticas, espistemologías y praxis; 1531-1547
Revista Inter-Ação; v. 46 n. 3 (2021): Pedagogias Negras: práticas políticas, epistemologias e práxis; 1531-1547
1981-8416
reponame:Inter-ação (Goiânia. Online)
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instacron_str UFG
institution UFG
reponame_str Inter-ação (Goiânia. Online)
collection Inter-ação (Goiânia. Online)
repository.name.fl_str_mv Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||revistainteracao@gmail.com
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