Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy

Detalhes bibliográficos
Autor(a) principal: Iwasse, Lilian Fávaro Alegrâncio
Data de Publicação: 2019
Outros Autores: Araújo, Renan Bandeirante
Tipo de documento: Artigo
Idioma: por
Título da fonte: Trabalho & Educação (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/trabedu/article/view/13891
Resumo: This paper exposes the partial result of a Master’s thesis defended in April 2018. Drawing from bibliographical sources, empirical data and documentary analysis, the “Education for All” Conferences held in Jomtien (1990), Dakar (2000) and Incheon (2015) are discussed, and it seeks to understand how their commitments have been included in the national documents, namely: National Plans of Education (2001-2011 and 2014-2024), laws, decrees, guidelines, programs and public policies. These documents disseminators of the Pedagogy theses of the “Learning to Learn” suggest a teacher education whose teacher educational profile should be based on the premises of the new skills and abilities. From the analysis, it is concluded that the knowledge society presented at the Education for All Conferences, being the antithesis of scientific knowledge, promotes the emptying of teacher education insofar as it reduces the content taught to the useful and instrumental logic of “learning”, a trend that denies access to full education anchored in historically produced scientific knowledge.
id UFMG-23_21cce649686dc49deaa2300cb5b6b7ad
oai_identifier_str oai:periodicos.ufmg.br:article/13891
network_acronym_str UFMG-23
network_name_str Trabalho & Educação (Online)
repository_id_str
spelling Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy FORMAÇÃO DOCENTE E A PEDAGOGIA DO “APRENDER A APRENDER” : AS REFORMAS DA EDUCAÇÃO NA ERA DA INFÂMIA DO CAPITAL Conferências “Educação para Todos”CompetênciasFormação Docente“Education for All” ConferencesSkillsTeacher EducationThis paper exposes the partial result of a Master’s thesis defended in April 2018. Drawing from bibliographical sources, empirical data and documentary analysis, the “Education for All” Conferences held in Jomtien (1990), Dakar (2000) and Incheon (2015) are discussed, and it seeks to understand how their commitments have been included in the national documents, namely: National Plans of Education (2001-2011 and 2014-2024), laws, decrees, guidelines, programs and public policies. These documents disseminators of the Pedagogy theses of the “Learning to Learn” suggest a teacher education whose teacher educational profile should be based on the premises of the new skills and abilities. From the analysis, it is concluded that the knowledge society presented at the Education for All Conferences, being the antithesis of scientific knowledge, promotes the emptying of teacher education insofar as it reduces the content taught to the useful and instrumental logic of “learning”, a trend that denies access to full education anchored in historically produced scientific knowledge.Este artigo expõe o resultado parcial de dissertação de mestrado defendida em abril de 2018. Apoiado em fontes bibliográficas, em dados empíricos e na análise documental, discorre-se sobre as Conferências “Educação para Todos” realizadas em Jomtien (1990), Dakar (2000) e Incheon (2015) e busca-se compreender como seus compromissos têm se inserido nos documentos nacionais, a saber: os Planos Nacionais de Educação (2001-2011 e 2014-2024), leis, decretos, orientações, programas e políticas públicas. Esses documentos disseminadores das teses da Pedagogia do “Aprender a Aprender” sugerem uma formação docente cujo perfil formativo dos professores deve ter como referência as premissas das novas competências e habilidades. A partir das análises, conclui-se que a sociedade do conhecimento apresentada nas Conferências Educação para Todos, por ser a antítese do conhecimento científico, promove o esvaziamento da formação docente na medida em que reduz o conteúdo ensinado à lógica útil e instrumental dos “aprenderes”, tendência que nega o acesso à formação plena ancorada no conhecimento científico historicamente produzido.Universidade Federal de Minas Gerais2019-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.ufmg.br/index.php/trabedu/article/view/1389110.17648/2238-037X-trabedu-v28n3-13891Trabalho & Educação; Vol. 28 No. 3 (2019); 115-129Trabalho & Educação; Vol. 28 Núm. 3 (2019); 115-129Trabalho & Educação; Vol. 28 No 3 (2019); 115-129Trabalho & Educação; v. 28 n. 3 (2019); 115-1292238-037X1516-953710.17648/2238-037X-trabedu-v28n3reponame:Trabalho & Educação (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/trabedu/article/view/13891/13090https://periodicos.ufmg.br/index.php/trabedu/article/view/13891/13110Copyright (c) 2019 Trabalho & Educação - ISSN 1516-9537 / e-ISSN 2238-037Xinfo:eu-repo/semantics/openAccessIwasse, Lilian Fávaro AlegrâncioAraújo, Renan Bandeirante2020-09-09T01:07:05Zoai:periodicos.ufmg.br:article/13891Revistahttps://periodicos.ufmg.br/index.php/trabedu/indexPUBhttps://periodicos.ufmg.br/index.php/trabedu/oaiassinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com2238-037X1516-9537opendoar:2020-09-09T01:07:05Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy
FORMAÇÃO DOCENTE E A PEDAGOGIA DO “APRENDER A APRENDER” : AS REFORMAS DA EDUCAÇÃO NA ERA DA INFÂMIA DO CAPITAL
title Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy
spellingShingle Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy
Iwasse, Lilian Fávaro Alegrâncio
Conferências “Educação para Todos”
Competências
Formação Docente
“Education for All” Conferences
Skills
Teacher Education
title_short Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy
title_full Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy
title_fullStr Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy
title_full_unstemmed Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy
title_sort Teacher Education and the Pedagogy of “Learning to Learn” : education reforms in the age of capital infamy
author Iwasse, Lilian Fávaro Alegrâncio
author_facet Iwasse, Lilian Fávaro Alegrâncio
Araújo, Renan Bandeirante
author_role author
author2 Araújo, Renan Bandeirante
author2_role author
dc.contributor.author.fl_str_mv Iwasse, Lilian Fávaro Alegrâncio
Araújo, Renan Bandeirante
dc.subject.por.fl_str_mv Conferências “Educação para Todos”
Competências
Formação Docente
“Education for All” Conferences
Skills
Teacher Education
topic Conferências “Educação para Todos”
Competências
Formação Docente
“Education for All” Conferences
Skills
Teacher Education
description This paper exposes the partial result of a Master’s thesis defended in April 2018. Drawing from bibliographical sources, empirical data and documentary analysis, the “Education for All” Conferences held in Jomtien (1990), Dakar (2000) and Incheon (2015) are discussed, and it seeks to understand how their commitments have been included in the national documents, namely: National Plans of Education (2001-2011 and 2014-2024), laws, decrees, guidelines, programs and public policies. These documents disseminators of the Pedagogy theses of the “Learning to Learn” suggest a teacher education whose teacher educational profile should be based on the premises of the new skills and abilities. From the analysis, it is concluded that the knowledge society presented at the Education for All Conferences, being the antithesis of scientific knowledge, promotes the emptying of teacher education insofar as it reduces the content taught to the useful and instrumental logic of “learning”, a trend that denies access to full education anchored in historically produced scientific knowledge.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-11
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://periodicos.ufmg.br/index.php/trabedu/article/view/13891
10.17648/2238-037X-trabedu-v28n3-13891
url https://periodicos.ufmg.br/index.php/trabedu/article/view/13891
identifier_str_mv 10.17648/2238-037X-trabedu-v28n3-13891
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/trabedu/article/view/13891/13090
https://periodicos.ufmg.br/index.php/trabedu/article/view/13891/13110
dc.rights.driver.fl_str_mv Copyright (c) 2019 Trabalho & Educação - ISSN 1516-9537 / e-ISSN 2238-037X
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Trabalho & Educação - ISSN 1516-9537 / e-ISSN 2238-037X
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Trabalho & Educação; Vol. 28 No. 3 (2019); 115-129
Trabalho & Educação; Vol. 28 Núm. 3 (2019); 115-129
Trabalho & Educação; Vol. 28 No 3 (2019); 115-129
Trabalho & Educação; v. 28 n. 3 (2019); 115-129
2238-037X
1516-9537
10.17648/2238-037X-trabedu-v28n3
reponame:Trabalho & Educação (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Trabalho & Educação (Online)
collection Trabalho & Educação (Online)
repository.name.fl_str_mv Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv assinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com
_version_ 1797220514772549632

Registros relacionados