Right Distance or Right Presence?

Detalhes bibliográficos
Autor(a) principal: Runtz-Christan, Edmée
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos da Presença
Texto Completo: https://seer.ufrgs.br/index.php/presenca/article/view/22014
Resumo: At a time when experts confront each other in order to determine what is essential to knowledge and didactics, to the logic of intention or to the logic of competence, it is necessary to recall that the only thing that the teacher can transmit is the will to know. Neither teaching nor didactics allows the learner to economize in the transition to the act. It is only when the student has decided to learn that they will acquire the knowledge and skills to succeed. It is essential to stimulate the student to act, remembering that, to be viable, the pedagogic relationship must be inscribed within an ethical, institutional and relational system, avoiding dependence or indifference to any of these. How then to convey the will to know without manipulating the student by means of didactic, relational or institutional strategies? How could the presence of the teacher be used to enhance the process of learning? What distances should be respected in order to sustain interest?
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spelling Right Distance or Right Presence?Juste distance ou juste présence?Justa Distância ou Justa Presença?PresençaPedagogiaDidáticaFormação de ProfessoresPerformancePresencePedagogyDidacticsTeacher EducationPerformancePrésencePédagogieDidactiqueFormation de l‟EnseignantPerformanceAt a time when experts confront each other in order to determine what is essential to knowledge and didactics, to the logic of intention or to the logic of competence, it is necessary to recall that the only thing that the teacher can transmit is the will to know. Neither teaching nor didactics allows the learner to economize in the transition to the act. It is only when the student has decided to learn that they will acquire the knowledge and skills to succeed. It is essential to stimulate the student to act, remembering that, to be viable, the pedagogic relationship must be inscribed within an ethical, institutional and relational system, avoiding dependence or indifference to any of these. How then to convey the will to know without manipulating the student by means of didactic, relational or institutional strategies? How could the presence of the teacher be used to enhance the process of learning? What distances should be respected in order to sustain interest? A l'heure où les spécialistes s'affrontent afin de déterminer qui est premier du savoir ou de la didactique, de la logique de l'intention ou de celle de la compétence, il est nécessaire de rappeler que le professeur ne peut transmettre qu'une envie de savoir. Aucun enseignement, aucune didactique ne permet à celui qu'on éduque de faire l'économie du passage à l'acte. Ce n'est que lorsque l'élève aura décidé d'apprendre qu'il acquerra les connaissances et les capacités qui lui permettront d'advenir. Seulement, il importe d'inciter l'élève à agir en se rappelant que pour être viable, la relation pédagogique doit s'inscrire à l'intérieur d'un système éthique, institutionnel et relationnel en évitant la dépendance ou l'indifférence à l'un de ces pôles. Comment alors transmettre l'envie d'apprendre sans manipuler l'élève par des ruses didactiques, relationnelles ou institutionnelles ? Comment user de sa présence d‟enseignant pour améliorer l‟apprentissage ? Quelles distances respecter pour maintenir l‟intérêt? No momento em que os especialistas se confrontam a fim de determinar o que é o essencial do saber e da didática, da lógica da intenção ou da lógica da competência, é necessário lembrar que o professor só pode transmitir uma vontade de saber. Nenhum ensino, nenhuma didática permite àquele a quem se educa fazer economia da passagem ao ato. É apenas quando o aluno tiver decidido aprender que ele adquirirá os conhecimentos e as capacidades que lhe permitirão advir. Importa apenas incitar o aluno a agir lembrandose que para ser viável, a relação pedagógica deve se inscrever dentro de um sistema ético, institucional e relacional, evitando a dependência ou a indiferença a um desses polos. Como então transmitir a vontade de aprender sem manipular o aluno por meio de estratégias didáticas, relacionais ou institucionais? Como fazer uso da presença do professor para melhorar a aprendizagem? Quais distâncias respeitar para manter o interesse?Universidade Federal do Rio Grande do Sul2022-10-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/presenca/article/view/22014Brazilian Journal on Presence Studies; Vol. 1 No. 1 (2011): jan./jun. 2011; 37-50Révue Brésilienne d'Études de la Présence; Vol. 1 No. 1 (2011): jan./jun. 2011; 37-50Révue Brésilienne d'Études de la Présence; Vol. 1 No 1 (2011): jan./jun. 2011; 37-50Revista Brasileira de Estudos da Presença; v. 1 n. 1 (2011): jan./jun. 2011; 37-502237-2660reponame:Revista Brasileira de Estudos da Presençainstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/presenca/article/view/22014/50189Copyright (c) 2022 Revista Brasileira de Estudos da Presençainfo:eu-repo/semantics/openAccessRuntz-Christan, Edmée2022-10-21T00:59:25Zoai:seer.ufrgs.br:article/22014Revistahttp://seer.ufrgs.br/presencaPUBhttps://seer.ufrgs.br/presenca/oai||rev.presenca@gmail.com2237-26602237-2660opendoar:2022-10-21T00:59:25Revista Brasileira de Estudos da Presença - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Right Distance or Right Presence?
Juste distance ou juste présence?
Justa Distância ou Justa Presença?
title Right Distance or Right Presence?
spellingShingle Right Distance or Right Presence?
Runtz-Christan, Edmée
Presença
Pedagogia
Didática
Formação de Professores
Performance
Presence
Pedagogy
Didactics
Teacher Education
Performance
Présence
Pédagogie
Didactique
Formation de l‟Enseignant
Performance
title_short Right Distance or Right Presence?
title_full Right Distance or Right Presence?
title_fullStr Right Distance or Right Presence?
title_full_unstemmed Right Distance or Right Presence?
title_sort Right Distance or Right Presence?
author Runtz-Christan, Edmée
author_facet Runtz-Christan, Edmée
author_role author
dc.contributor.author.fl_str_mv Runtz-Christan, Edmée
dc.subject.por.fl_str_mv Presença
Pedagogia
Didática
Formação de Professores
Performance
Presence
Pedagogy
Didactics
Teacher Education
Performance
Présence
Pédagogie
Didactique
Formation de l‟Enseignant
Performance
topic Presença
Pedagogia
Didática
Formação de Professores
Performance
Presence
Pedagogy
Didactics
Teacher Education
Performance
Présence
Pédagogie
Didactique
Formation de l‟Enseignant
Performance
description At a time when experts confront each other in order to determine what is essential to knowledge and didactics, to the logic of intention or to the logic of competence, it is necessary to recall that the only thing that the teacher can transmit is the will to know. Neither teaching nor didactics allows the learner to economize in the transition to the act. It is only when the student has decided to learn that they will acquire the knowledge and skills to succeed. It is essential to stimulate the student to act, remembering that, to be viable, the pedagogic relationship must be inscribed within an ethical, institutional and relational system, avoiding dependence or indifference to any of these. How then to convey the will to know without manipulating the student by means of didactic, relational or institutional strategies? How could the presence of the teacher be used to enhance the process of learning? What distances should be respected in order to sustain interest?
publishDate 2022
dc.date.none.fl_str_mv 2022-10-20
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://seer.ufrgs.br/index.php/presenca/article/view/22014
url https://seer.ufrgs.br/index.php/presenca/article/view/22014
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/presenca/article/view/22014/50189
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Brasileira de Estudos da Presença
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Brasileira de Estudos da Presença
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Brazilian Journal on Presence Studies; Vol. 1 No. 1 (2011): jan./jun. 2011; 37-50
Révue Brésilienne d'Études de la Présence; Vol. 1 No. 1 (2011): jan./jun. 2011; 37-50
Révue Brésilienne d'Études de la Présence; Vol. 1 No 1 (2011): jan./jun. 2011; 37-50
Revista Brasileira de Estudos da Presença; v. 1 n. 1 (2011): jan./jun. 2011; 37-50
2237-2660
reponame:Revista Brasileira de Estudos da Presença
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Revista Brasileira de Estudos da Presença
collection Revista Brasileira de Estudos da Presença
repository.name.fl_str_mv Revista Brasileira de Estudos da Presença - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||rev.presenca@gmail.com
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