A dimensão estética da formação docente na (inter)relação teoria e prática

• Autor(a) principal: Ourique, Maiane Liana Hatschbach
• Data de Publicação: 2012
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/3469
• topic: Filosofia da educação; Formação; Docência; Estética; Imagens; Philosophy of education; Formation; Teaching; Aesthetic; Images; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This thesis aims to study some topics of the (inter)relation between theory and practice in the space of philosophical-expressive of teacher education. This study objective is promote a discussion about the aesthetic dimension of the educational processes of teaching, viewing the possibilities of the dissonant aspects of reality are incorporated by a knowledge in a non standardized. In general, this concern is recurrent in the Theodor Adorno philosophy. Therefore its proposal for a turn to materiality is focused in this work as an approach that strives to attach different elements to a joint expression of values-added to knowledge. With this research scope, the problem is delimited as follows: what are images of teacher propagated through the expressive body of pedagogical language? For a comprehensive approach to this problematic, the study performs a mapping of teaching's images prevailling in texts presented on the GT 17 - Philosophy of Education - ANPEd in the period 2007 to 2010. In undertaking a hermeneutic reading about these productions, it is possible to assess to what extent the emphatic feature of language contributes to the reconstruction of the critical relation between theory and practice, as well as for the understanding of teacher education while a synthesis of the manifold. This is therefore an attempt to (re) approximated the teaching formation of its broader pedagogical sense, relocating the aesthetic dimension of rationality as an important link to understanding the cultural productions and the different discourses that claim to legitimacy in educational contexts.