A prática docente no contexto da sala de aula frente às reformas curriculares
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educar em Revista |
Texto Completo: | https://revistas.ufpr.br/educar/article/view/8676 |
Resumo: | This text seeks to reflect on the central role teachers should play in processesleading to curriculum reform. Bearing in mind that the implementation ofproposals focussing on the classroom context is directly dependent on therole played by the teacher, we would like to stress the need for this player to take on a leading role from the start of any such project. To this end, thetext puts forward two major arguments: the first one discusses the placehistorically occupied by teachers in school reforms, taking as a startingpoint Lawrence Stenhouse’s views on teachers’ professional developmentbased on research Carried out in the context of curriculum development. Thesecond argument put forward the point that teaching practice transcends thetechnical dimension, often going beyond limits set by external curricularprescriptions. This point is supported by arguments developed by a numberof authors such as Gauthier and Mellouki, Giroux, Vorraber Costa e Moreirawhose vision of the teachers’ role is that of mediators between differentplayers and pressures affecting classroom practice. |
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A prática docente no contexto da sala de aula frente às reformas curricularesClassroom teaching practice facing curriculum reformteaching practice; curriculum reform; teacher’s role; prática docente; reforma curricular; papel do professorThis text seeks to reflect on the central role teachers should play in processesleading to curriculum reform. Bearing in mind that the implementation ofproposals focussing on the classroom context is directly dependent on therole played by the teacher, we would like to stress the need for this player to take on a leading role from the start of any such project. To this end, thetext puts forward two major arguments: the first one discusses the placehistorically occupied by teachers in school reforms, taking as a startingpoint Lawrence Stenhouse’s views on teachers’ professional developmentbased on research Carried out in the context of curriculum development. Thesecond argument put forward the point that teaching practice transcends thetechnical dimension, often going beyond limits set by external curricularprescriptions. This point is supported by arguments developed by a numberof authors such as Gauthier and Mellouki, Giroux, Vorraber Costa e Moreirawhose vision of the teachers’ role is that of mediators between differentplayers and pressures affecting classroom practice.No presente texto, busco refletir acerca da importante posição a ser assumidapelos professores nos processos que desencadeiam reformas curriculares.Tendo em vista que a implementação de propostas voltadas para o contextoda sala de aula depende diretamente do papel exercido pelo professor, chamoatenção para a necessidade do seu protagonismo desde a fase da concepção.Para tanto, organizo a argumentação em dois grandes pontos: no primeiro,discuto o lugar historicamente ocupado pelo docente no decorrer das reformas,recorrendo à perspectiva defendida e experimentada pelo inglês LawrenceStenhouse, baseada na crença na capacidade de os professores se desenvolveremprofissionalmente com base na pesquisa, desenvolvendo currículo.No segundo ponto, procuro evidenciar que a prática docente se constitui emum exercício que transcende a dimensão técnica, não podendo ser assumidatão-somente como o atendimento às prescrições curriculares desenvolvidaspor outros. Recorro, nesse ponto, ao pensamento de autores como Gauthiere Mellouki, Giroux, Vorraber Costa e Moreira para demarcar o caráter demediação que marca a prática docente em sala de aula.UFPR2007-08-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufpr.br/educar/article/view/8676Educar em Revista; v. 23, n. 29 (2007); p. 191-205Educar em Revista; v. 23, n. 29 (2007); p. 191-205Educar em Revista; v. 23, n. 29 (2007); p. 191-2051984-04110104-4060reponame:Educar em Revistainstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revistas.ufpr.br/educar/article/view/8676/6035https://revistas.ufpr.br/educar/article/view/8676/31438Cruz, Giseli Barreto dainfo:eu-repo/semantics/openAccess2017-06-29T00:09:13Zoai:revistas.ufpr.br:article/8676Revistahttps://revistas.ufpr.br/educarPUBhttps://revistas.ufpr.br/educar/oaieducar.ufpr2016@gmail.com||educar@ufpr.br0104-40601984-0411opendoar:2017-06-29T00:09:13Educar em Revista - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
A prática docente no contexto da sala de aula frente às reformas curriculares Classroom teaching practice facing curriculum reform |
title |
A prática docente no contexto da sala de aula frente às reformas curriculares |
spellingShingle |
A prática docente no contexto da sala de aula frente às reformas curriculares Cruz, Giseli Barreto da teaching practice; curriculum reform; teacher’s role; prática docente; reforma curricular; papel do professor |
title_short |
A prática docente no contexto da sala de aula frente às reformas curriculares |
title_full |
A prática docente no contexto da sala de aula frente às reformas curriculares |
title_fullStr |
A prática docente no contexto da sala de aula frente às reformas curriculares |
title_full_unstemmed |
A prática docente no contexto da sala de aula frente às reformas curriculares |
title_sort |
A prática docente no contexto da sala de aula frente às reformas curriculares |
author |
Cruz, Giseli Barreto da |
author_facet |
Cruz, Giseli Barreto da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cruz, Giseli Barreto da |
dc.subject.por.fl_str_mv |
teaching practice; curriculum reform; teacher’s role; prática docente; reforma curricular; papel do professor |
topic |
teaching practice; curriculum reform; teacher’s role; prática docente; reforma curricular; papel do professor |
description |
This text seeks to reflect on the central role teachers should play in processesleading to curriculum reform. Bearing in mind that the implementation ofproposals focussing on the classroom context is directly dependent on therole played by the teacher, we would like to stress the need for this player to take on a leading role from the start of any such project. To this end, thetext puts forward two major arguments: the first one discusses the placehistorically occupied by teachers in school reforms, taking as a startingpoint Lawrence Stenhouse’s views on teachers’ professional developmentbased on research Carried out in the context of curriculum development. Thesecond argument put forward the point that teaching practice transcends thetechnical dimension, often going beyond limits set by external curricularprescriptions. This point is supported by arguments developed by a numberof authors such as Gauthier and Mellouki, Giroux, Vorraber Costa e Moreirawhose vision of the teachers’ role is that of mediators between differentplayers and pressures affecting classroom practice. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-08-23 |
dc.type.none.fl_str_mv |
|
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.ufpr.br/educar/article/view/8676 |
url |
https://revistas.ufpr.br/educar/article/view/8676 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/8676/6035 https://revistas.ufpr.br/educar/article/view/8676/31438 |
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 |
UFPR |
publisher.none.fl_str_mv |
UFPR |
dc.source.none.fl_str_mv |
Educar em Revista; v. 23, n. 29 (2007); p. 191-205 Educar em Revista; v. 23, n. 29 (2007); p. 191-205 Educar em Revista; v. 23, n. 29 (2007); p. 191-205 1984-0411 0104-4060 reponame:Educar em Revista instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Educar em Revista |
collection |
Educar em Revista |
repository.name.fl_str_mv |
Educar em Revista - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
educar.ufpr2016@gmail.com||educar@ufpr.br |
_version_ |
1799711901938089984 |