THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL

Detalhes bibliográficos
Autor(a) principal: Geraldi, Corinta Maria Grisolia
Data de Publicação: 2012
Outros Autores: Geraldi, João Wanderley
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/18867
Resumo: This study takes up the question of the triadic relationship underlying the educational profession: students, teachers and knowledge, showing how this has defined different “identities” for the teacher throughout history. In recent decades especially, national curriculum policies, national assessments and the program for acquiring textbooks or even educational packages have resulted in the domestication of educational agents who let their teaching be guided by the demands imposed by the system as a whole, leading to an almost total loss of their autonomy. The light at the end of the tunnel comes precisely from the political spaces which inspired this same domestication: the North-American model which, having failed, decides to build a greater autonomy in educational and pedagogical processes. This process is exemplified using the teaching of language as a basis.
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spelling THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNELA DOMESTICAÇÃO DOS AGENTES EDUCATIVOS: HÁ ALGUMA LUZ NO FIM DO TÚNELThis study takes up the question of the triadic relationship underlying the educational profession: students, teachers and knowledge, showing how this has defined different “identities” for the teacher throughout history. In recent decades especially, national curriculum policies, national assessments and the program for acquiring textbooks or even educational packages have resulted in the domestication of educational agents who let their teaching be guided by the demands imposed by the system as a whole, leading to an almost total loss of their autonomy. The light at the end of the tunnel comes precisely from the political spaces which inspired this same domestication: the North-American model which, having failed, decides to build a greater autonomy in educational and pedagogical processes. This process is exemplified using the teaching of language as a basis.Neste estudo retoma-se a questão da relação triádica constitutiva do ofício: alunos, professor e conhecimento, verificando como ao longo da história esta relação definiu diferentes “identidades” para o professor. Sobretudo nas últimas décadas, as políticas públicas de currículo nacional, avaliações nacionais e programa de aquisição de livros didáticos, ou mesmo de pacotes pedagógicos, produziram uma domesticação dos agentes educativos que passaram a nortear seu ensino pelas exigências postas pelo sistema como um todo, com perda quase total de autonomia. A luz no fim do túnel vem precisamente dos espaços políticos que iluminaram esta mesma domesticação: o modelo norte-americano que, tendo fracassado, volta-se para a construção de uma maior autonomia nos processos didáticos e pedagógicos. A exemplificação deste processo se faz com base no ensino da linguagem.Faculdade de Educação (UFG)2012-06-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/1886710.5216/ia.v37i1.18867Journal Inter-Ação; Vol. 37 No. 1 (2012): Linguagem e ensino; 37-50Revista Inter Ação; Vol. 37 Núm. 1 (2012): Linguagem e ensino; 37-50Revista Inter-Ação; v. 37 n. 1 (2012): Linguagem e ensino; 37-501981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/18867/11239Geraldi, Corinta Maria GrisoliaGeraldi, João Wanderleyinfo:eu-repo/semantics/openAccess2014-02-23T14:30:11Zoai:ojs.revistas.ufg.br:article/18867Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:54:30.978526Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL
A DOMESTICAÇÃO DOS AGENTES EDUCATIVOS: HÁ ALGUMA LUZ NO FIM DO TÚNEL
title THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL
spellingShingle THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL
Geraldi, Corinta Maria Grisolia
title_short THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL
title_full THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL
title_fullStr THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL
title_full_unstemmed THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL
title_sort THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL
author Geraldi, Corinta Maria Grisolia
author_facet Geraldi, Corinta Maria Grisolia
Geraldi, João Wanderley
author_role author
author2 Geraldi, João Wanderley
author2_role author
dc.contributor.author.fl_str_mv Geraldi, Corinta Maria Grisolia
Geraldi, João Wanderley
description This study takes up the question of the triadic relationship underlying the educational profession: students, teachers and knowledge, showing how this has defined different “identities” for the teacher throughout history. In recent decades especially, national curriculum policies, national assessments and the program for acquiring textbooks or even educational packages have resulted in the domestication of educational agents who let their teaching be guided by the demands imposed by the system as a whole, leading to an almost total loss of their autonomy. The light at the end of the tunnel comes precisely from the political spaces which inspired this same domestication: the North-American model which, having failed, decides to build a greater autonomy in educational and pedagogical processes. This process is exemplified using the teaching of language as a basis.
publishDate 2012
dc.date.none.fl_str_mv 2012-06-08
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/18867
10.5216/ia.v37i1.18867
url https://revistas.ufg.br/interacao/article/view/18867
identifier_str_mv 10.5216/ia.v37i1.18867
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/18867/11239
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 Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 37 No. 1 (2012): Linguagem e ensino; 37-50
Revista Inter Ação; Vol. 37 Núm. 1 (2012): Linguagem e ensino; 37-50
Revista Inter-Ação; v. 37 n. 1 (2012): Linguagem e ensino; 37-50
1981-8416
reponame:Inter-ação (Goiânia. Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
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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