TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE
Autor(a) principal: | |
---|---|
Data de Publicação: | 2009 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educar em Revista |
Texto Completo: | https://revistas.ufpr.br/educar/article/view/16511 |
Resumo: | On this text, based in the theoretical and conceptual elaborations of Bakhtin and Thompson, related to the notions of dialogism and experience, it was focused on the text production of a student inserted in the discipline context of the Practical History of Teaching. It is intended to assimilate and interpret the appropriation and elaboration process indexes of the scientific-professional knowledge related to the teaching and the schooling of the teacher’s initial formation. The analytical exercise of the empiric material chosen has given visibility to the social voices of the immediate and non-immediate interlocutors of the student, and the mediation effects of these voices over their elaborations, upon the challenge of attesting intelligibility to the conditions and contradictions of the student’s experiences acquired at school.Key-words: experience; dialogism; signification; teacher’s formation. |
id |
UFPR-4_e709100eba3b2d6857f6ec4d4fd4e6b4 |
---|---|
oai_identifier_str |
oai:revistas.ufpr.br:article/16511 |
network_acronym_str |
UFPR-4 |
network_name_str |
Educar em Revista |
repository_id_str |
|
spelling |
TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCEO APRENDIZADO DA DOCÊNCIA – VOZES EM COMPOSIÇÃO E DISPUTA NA CONSTITUIÇÃO DA EXPERIÊNCIA DA PROFISSIONALIDADEOn this text, based in the theoretical and conceptual elaborations of Bakhtin and Thompson, related to the notions of dialogism and experience, it was focused on the text production of a student inserted in the discipline context of the Practical History of Teaching. It is intended to assimilate and interpret the appropriation and elaboration process indexes of the scientific-professional knowledge related to the teaching and the schooling of the teacher’s initial formation. The analytical exercise of the empiric material chosen has given visibility to the social voices of the immediate and non-immediate interlocutors of the student, and the mediation effects of these voices over their elaborations, upon the challenge of attesting intelligibility to the conditions and contradictions of the student’s experiences acquired at school.Key-words: experience; dialogism; signification; teacher’s formation. Neste texto, a partir das elaborações teóricas e conceituais de Bakhtin e de Thompson, com relação às noções de dialogia e de experiência, focalizamos a produção textual de um estudante no contexto da disciplina Prática de Ensino de História. Nela buscamos apreender e interpretar indicadores dos processos de apropriação e de elaboração dos conhecimentos científico-profissionais relativos à docência e à escola na formação inicial do professor. O exercício analítico do material empírico escolhido deu visibilidade às vozes sociais dos interlocutores imediatos e não imediatos do estudante, e aos efeitos da mediação dessas vozes sobre suas elaborações, no desafio de conferir inteligibilidade às condições e contradições da experiência por ele vivida na escola.Palavras-chave: experiência; dialogia; significação; formação de professores. UFPRCNPQFontana, Roseli Aparecida CaçãoSilva, Cláudio Borges da2009-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufpr.br/educar/article/view/16511Educar em Revista; v. 25, n. 34 (2009); p. 35-52Educar em Revista; v. 25, n. 34 (2009); p. 35-52Educar em Revista; v. 25, n. 34 (2009); p. 35-521984-04110104-4060reponame:Educar em Revistainstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revistas.ufpr.br/educar/article/view/16511/10986https://revistas.ufpr.br/educar/article/view/16511/31072info:eu-repo/semantics/openAccess2017-06-29T00:03:02Zoai:revistas.ufpr.br:article/16511Revistahttps://revistas.ufpr.br/educarPUBhttps://revistas.ufpr.br/educar/oaieducar.ufpr2016@gmail.com||educar@ufpr.br0104-40601984-0411opendoar:2017-06-29T00:03:02Educar em Revista - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE O APRENDIZADO DA DOCÊNCIA – VOZES EM COMPOSIÇÃO E DISPUTA NA CONSTITUIÇÃO DA EXPERIÊNCIA DA PROFISSIONALIDADE |
title |
TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE |
spellingShingle |
TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE Fontana, Roseli Aparecida Cação |
title_short |
TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE |
title_full |
TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE |
title_fullStr |
TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE |
title_full_unstemmed |
TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE |
title_sort |
TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE |
author |
Fontana, Roseli Aparecida Cação |
author_facet |
Fontana, Roseli Aparecida Cação Silva, Cláudio Borges da |
author_role |
author |
author2 |
Silva, Cláudio Borges da |
author2_role |
author |
dc.contributor.none.fl_str_mv |
CNPQ |
dc.contributor.author.fl_str_mv |
Fontana, Roseli Aparecida Cação Silva, Cláudio Borges da |
description |
On this text, based in the theoretical and conceptual elaborations of Bakhtin and Thompson, related to the notions of dialogism and experience, it was focused on the text production of a student inserted in the discipline context of the Practical History of Teaching. It is intended to assimilate and interpret the appropriation and elaboration process indexes of the scientific-professional knowledge related to the teaching and the schooling of the teacher’s initial formation. The analytical exercise of the empiric material chosen has given visibility to the social voices of the immediate and non-immediate interlocutors of the student, and the mediation effects of these voices over their elaborations, upon the challenge of attesting intelligibility to the conditions and contradictions of the student’s experiences acquired at school.Key-words: experience; dialogism; signification; teacher’s formation. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-08-31 |
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/16511 |
url |
https://revistas.ufpr.br/educar/article/view/16511 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/16511/10986 https://revistas.ufpr.br/educar/article/view/16511/31072 |
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. 25, n. 34 (2009); p. 35-52 Educar em Revista; v. 25, n. 34 (2009); p. 35-52 Educar em Revista; v. 25, n. 34 (2009); p. 35-52 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_ |
1799711895447404544 |