THE DOMESTICATION OF EDUCATIONAL AGENTS: IS THERE LIGHT AT THE END OF THE TUNEL
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Data de Publicação: | 2012 |
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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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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 |
_version_ |
1799874762253533184 |