Knowledge to Teach and Knowledge for Teaching in Teacher Education Research

Detalhes bibliográficos
Autor(a) principal: Costa, David Antonio da
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UFSC
Texto Completo: https://repositorio.ufsc.br/handle/123456789/208483
Resumo: Disponível em: https://doi.org/10.29333/pr/7936
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spelling Knowledge to Teach and Knowledge for Teaching in Teacher Education Researchhistory of mathematics educationteaching practicesknowledge for teachingteacher trainingDisponível em: https://doi.org/10.29333/pr/7936The article aims to present an excerpt from the research that investigates knowledge to teach arithmetic in practical classes in teacher training courses. More precisely, we are looking for traces of prescriptions of practices at a knowledge systematization level that we seek to objectify in a set of articles from the journal A Eschola Publica (1893-1894 and 1896-1897), which later became the book A Eschola Publica: ensaio de Pedagogia Prática, published in 1895 by Typographia Paulista. In the late 19th century and early 20th century, Normal Schools in Brazil had attached to them, what was called a Model School, which was designed to disseminate teaching practices aligned with the renewal of the pedagogical methods and constituted the training model for teachers who taught mathematics in early childhood education. In theoretical and methodological terms, this research is based on Certeau’s writing of the history (2010) and Chartier’s cultural history (1990), considering Chervel’s history of the disciplines (1990) and Julia’ school environment (2001). The analysis is based on the studies of the Swiss Research Group on Social History of Education (ERHISE), which focused on socio-historical research on teacher education. For Hofstetter & Valente (2017), the objectified knowledge is that which is given to us as natural and necessary, usually imposed by a group that starts to say the same thing, establishing a consensus. The analysis of two articles from A Eschola Publica shows that knowledge for teaching is structured and incorporates the current pedagogical vacancies in articulation with the knowledge to teach.Pedagogical Research2020-05-07T21:06:54Z2020-05-07T21:06:54Z2020-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfda Costa, D. A. (2020). Knowledge to Teach and Knowledge for Teaching in Teacher Education Research. Pedagogical Research, 5(3), em0059. https://doi.org/10.29333/pr/79362468-4929https://repositorio.ufsc.br/handle/123456789/208483Costa, David Antonio daengreponame:Repositório Institucional da UFSCinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCinfo:eu-repo/semantics/openAccess2020-05-07T21:16:05Zoai:repositorio.ufsc.br:123456789/208483Repositório InstitucionalPUBhttp://150.162.242.35/oai/requestopendoar:23732020-05-07T21:16:05Repositório Institucional da UFSC - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Knowledge to Teach and Knowledge for Teaching in Teacher Education Research
title Knowledge to Teach and Knowledge for Teaching in Teacher Education Research
spellingShingle Knowledge to Teach and Knowledge for Teaching in Teacher Education Research
Costa, David Antonio da
history of mathematics education
teaching practices
knowledge for teaching
teacher training
title_short Knowledge to Teach and Knowledge for Teaching in Teacher Education Research
title_full Knowledge to Teach and Knowledge for Teaching in Teacher Education Research
title_fullStr Knowledge to Teach and Knowledge for Teaching in Teacher Education Research
title_full_unstemmed Knowledge to Teach and Knowledge for Teaching in Teacher Education Research
title_sort Knowledge to Teach and Knowledge for Teaching in Teacher Education Research
author Costa, David Antonio da
author_facet Costa, David Antonio da
author_role author
dc.contributor.author.fl_str_mv Costa, David Antonio da
dc.subject.por.fl_str_mv history of mathematics education
teaching practices
knowledge for teaching
teacher training
topic history of mathematics education
teaching practices
knowledge for teaching
teacher training
description Disponível em: https://doi.org/10.29333/pr/7936
publishDate 2020
dc.date.none.fl_str_mv 2020-05-07T21:06:54Z
2020-05-07T21:06:54Z
2020-04
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv da Costa, D. A. (2020). Knowledge to Teach and Knowledge for Teaching in Teacher Education Research. Pedagogical Research, 5(3), em0059. https://doi.org/10.29333/pr/7936
2468-4929
https://repositorio.ufsc.br/handle/123456789/208483
identifier_str_mv da Costa, D. A. (2020). Knowledge to Teach and Knowledge for Teaching in Teacher Education Research. Pedagogical Research, 5(3), em0059. https://doi.org/10.29333/pr/7936
2468-4929
url https://repositorio.ufsc.br/handle/123456789/208483
dc.language.iso.fl_str_mv eng
language eng
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 Pedagogical Research
publisher.none.fl_str_mv Pedagogical Research
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFSC
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Repositório Institucional da UFSC
collection Repositório Institucional da UFSC
repository.name.fl_str_mv Repositório Institucional da UFSC - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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