TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY
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Data de Publicação: | 2021 |
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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/65148 |
Resumo: | This paper discusses some dichotomous utterances concerning theory and practice in the initial training of teachers who have less than three years of teaching experience. Based on studies on the training of teachers and contemporary teaching, such as those carried out by Fabris and Dal’Igna (2015), Gatti (2010), Gatti et al. (2019), García (2010), Tardif (2012), Nóvoa (1991) and Imbernón (2009), the research analyzes in a hypercritical perspective how the discoursiveness that establishes the core of teaching practice enhances dichotomous ways of seeing education and understanding teaching. Produced through the application of a virtual survey via Google Forms, the material consists of narratives of teachers who develop teaching in the early years of elementary school at the beginning of their careers. The analytics undertaken exhibits that, although teachers point to a scenario of formative fragmentation, it is seen as a propellant for what we call a formation that is constituted throughout life. KEYWORDS: Beginner Teacher. Theory-practice Dichotomy. Formative Fragmentation. Initial Years of Elementary School. |
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TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMYPROFESIÓN DOCENTE: FORMACIÓN INICIAL Y LA DICOTOMÍA TEORÍA-PRÁCTICAPROFISSÃO DOCENTE: FORMAÇÃO INICIAL E A DICOTOMIA TEORIA-PRÁTICAThis paper discusses some dichotomous utterances concerning theory and practice in the initial training of teachers who have less than three years of teaching experience. Based on studies on the training of teachers and contemporary teaching, such as those carried out by Fabris and Dal’Igna (2015), Gatti (2010), Gatti et al. (2019), García (2010), Tardif (2012), Nóvoa (1991) and Imbernón (2009), the research analyzes in a hypercritical perspective how the discoursiveness that establishes the core of teaching practice enhances dichotomous ways of seeing education and understanding teaching. Produced through the application of a virtual survey via Google Forms, the material consists of narratives of teachers who develop teaching in the early years of elementary school at the beginning of their careers. The analytics undertaken exhibits that, although teachers point to a scenario of formative fragmentation, it is seen as a propellant for what we call a formation that is constituted throughout life. KEYWORDS: Beginner Teacher. Theory-practice Dichotomy. Formative Fragmentation. Initial Years of Elementary School.En este artículo se analizan algunas enunciaciones dicotómicas sobre teoría y práctica en la formación inicial de profesores que tienen menos de tres años de docencia. Basado en estudios sobre formación de profesores y la docencia contemporánea, como los realizados por Fabris y Dal’Igna (2015), Gatti (2010), Gatti et al. (2019), García (2010), Tardif (2012), Nóvoa (1991) y Imbernón (2009), en perspectiva hipercrítica, se analiza cómo la discursividad que establece la centralidad de la práctica docente potencializa formas dicotómicas de ver la formación y de entender la docencia. El material, elaborado mediante la aplicación de cuestionario, vía Google Forms, consiste de narrativas de profesores en sus primeros años de docencia en los grados iniciales de la educación primaria. El análisis realizado demuestra que, aunque los profesores apunten a un escenario de fragmentación formativa, esta es vista como propulsora de lo que llamamos una formación que se constituye a lo largo de la vida. PALABRAS CLAVE: Profesor Iniciante. Dicotomía Teoría-práctica. Fragmentación Formativa. Primeros Grados de la Educación Primaria.Este artigo discute algumas enunciações dicotômicas sobre teoria e prática na formação inicial de professores que têm menos de três anos de docência. A partir de estudos sobre formação de professores e docência contemporânea, tais como os realizados por Fabris e Dal’Igna (2015), Gatti (2010), Gatti et al. (2019), García (2010), Tardif (2012), Nóvoa (1991) e Imbernón (2009), em perspectiva hipercrítica, analisa-se como a discursividade que institui a centralidade da prática docente potencializa modos dicotômicos de ver a formação e de entender a docência. O material, produzido por meio da aplicação de questionário, via Formulários Google, constitui-se de narrativas de professores em início de carreira que desenvolvem a docência nos anos iniciais do Ensino Fundamental. A analítica empreendida mostra que, embora os professores apontem um cenário de fragmentação formativa, esta é tomada como propulsora para o que chamamos de uma formação que se constitui ao longo da vida. PALAVRAS-CHAVE: Professor Iniciante. Dicotomia Teoria-prática. Fragmentação Formativa. Anos Iniciais do Ensino Fundamental.Faculdade de Educação (UFG)2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/6514810.5216/ia.v46i2.65148Journal Inter-Ação; Vol. 46 No. 2 (2021): Education, childhood and international immigration processes in Brazil among the 19th to 21st centuries; 810-825Revista Inter Ação; Vol. 46 Núm. 2 (2021): Educación, infancias y procesos de inmigración internacional en Brasil entre los siglos XIX y XXI; 810-825Revista Inter-Ação; v. 46 n. 2 (2021): Educação, infância e processos (i) migratórios internacionais no Brasil entre os séculos XIX a XXI; 810-8251981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/65148/37128Copyright (c) 2021 Daiane Scopel Boff, Sabrine Borges de Mello Hetti Bahiainfo:eu-repo/semantics/openAccessBoff, Daiane Scopel Bahia, Sabrine Borges de Mello Hetti 2021-08-31T19:43:45Zoai:ojs.revistas.ufg.br:article/65148Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:00.010227Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY PROFESIÓN DOCENTE: FORMACIÓN INICIAL Y LA DICOTOMÍA TEORÍA-PRÁCTICA PROFISSÃO DOCENTE: FORMAÇÃO INICIAL E A DICOTOMIA TEORIA-PRÁTICA |
title |
TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY |
spellingShingle |
TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY Boff, Daiane Scopel |
title_short |
TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY |
title_full |
TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY |
title_fullStr |
TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY |
title_full_unstemmed |
TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY |
title_sort |
TEACHING PROFESSION: INITIAL FORMATION AND THE THEORY-PRACTICE DICHOTOMY |
author |
Boff, Daiane Scopel |
author_facet |
Boff, Daiane Scopel Bahia, Sabrine Borges de Mello Hetti |
author_role |
author |
author2 |
Bahia, Sabrine Borges de Mello Hetti |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Boff, Daiane Scopel Bahia, Sabrine Borges de Mello Hetti |
description |
This paper discusses some dichotomous utterances concerning theory and practice in the initial training of teachers who have less than three years of teaching experience. Based on studies on the training of teachers and contemporary teaching, such as those carried out by Fabris and Dal’Igna (2015), Gatti (2010), Gatti et al. (2019), García (2010), Tardif (2012), Nóvoa (1991) and Imbernón (2009), the research analyzes in a hypercritical perspective how the discoursiveness that establishes the core of teaching practice enhances dichotomous ways of seeing education and understanding teaching. Produced through the application of a virtual survey via Google Forms, the material consists of narratives of teachers who develop teaching in the early years of elementary school at the beginning of their careers. The analytics undertaken exhibits that, although teachers point to a scenario of formative fragmentation, it is seen as a propellant for what we call a formation that is constituted throughout life. KEYWORDS: Beginner Teacher. Theory-practice Dichotomy. Formative Fragmentation. Initial Years of Elementary School. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-31 |
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/65148 10.5216/ia.v46i2.65148 |
url |
https://revistas.ufg.br/interacao/article/view/65148 |
identifier_str_mv |
10.5216/ia.v46i2.65148 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/65148/37128 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Daiane Scopel Boff, Sabrine Borges de Mello Hetti Bahia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Daiane Scopel Boff, Sabrine Borges de Mello Hetti Bahia |
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. 2 (2021): Education, childhood and international immigration processes in Brazil among the 19th to 21st centuries; 810-825 Revista Inter Ação; Vol. 46 Núm. 2 (2021): Educación, infancias y procesos de inmigración internacional en Brasil entre los siglos XIX y XXI; 810-825 Revista Inter-Ação; v. 46 n. 2 (2021): Educação, infância e processos (i) migratórios internacionais no Brasil entre os séculos XIX a XXI; 810-825 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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1799874764522651648 |