TEACHING LEARNING – VOICES IN COMPOSITION AND DISPUTE CONSTITUTING THE PROFESSIONAL EXPERIENCE

Detalhes bibliográficos
Autor(a) principal: Fontana, Roseli Aparecida Cação
Data de Publicação: 2009
Outros Autores: Silva, Cláudio Borges da
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.  
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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
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