Conceptions and discourses about teaching: tensions, conflicts and perspectives

Detalhes bibliográficos
Autor(a) principal: Silva, Edileuza Fernandes
Data de Publicação: 2020
Outros Autores: Bento, André Lúcio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/52743
Resumo: An analysis of the concepts on the teaching expressed in Resolution no. 2 of July 1, 2015, Order no. 38 of February 28, 2018 and the narratives of three university teachers of a public institution of higher education in the Center region West. The discussion is part of a qualitative study in the development of the didactic-pedagogical formation of teachers for basic education, how much information was obtained from documents and narrative interviews. The preliminary analyzes indicate that the documents present speeches and conceptions of the teaching, articulated to the social, political, economic and educational contexts of their elaboration. Teachers who are teachers understand relational teaching as a process of collective work, influenced by personal and academic experiences. There is also the identification of the teaching as priesthood and guided by the investigation, that expresses a conceptual ambiguity.
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spelling Conceptions and discourses about teaching: tensions, conflicts and perspectivesConcepciones y discursos sobre la enseñanza: tensiones, enfrentamientos y perspectivasConcepções e discursos sobre a docência: tensões, embates e perspectivasFormação docenteEducaçãoPolíticasTeacher trainingEducationPoliciesEducaciónFormaciónEnseñanzaProfesorPolíticasAn analysis of the concepts on the teaching expressed in Resolution no. 2 of July 1, 2015, Order no. 38 of February 28, 2018 and the narratives of three university teachers of a public institution of higher education in the Center region West. The discussion is part of a qualitative study in the development of the didactic-pedagogical formation of teachers for basic education, how much information was obtained from documents and narrative interviews. The preliminary analyzes indicate that the documents present speeches and conceptions of the teaching, articulated to the social, political, economic and educational contexts of their elaboration. Teachers who are teachers understand relational teaching as a process of collective work, influenced by personal and academic experiences. There is also the identification of the teaching as priesthood and guided by the investigation, that expresses a conceptual ambiguity.Se analizan los conceptos sobre la enseñanza expresados ​​en la Resolución n ° 2 del 1 de julio de 2015, la Ordenanza n ° 38 del 28 de febrero de 2018 y las narraciones de tres docentes universitarios de una institución pública de educación superior de la región Centro Oeste. La discusión es parte de un estudio cualitativo en desarrollo sobre la formación didáctico-pedagógica de docentes para educación básica, cuyos datos se obtuvieron de documentos y entrevistas narrativas. Los análisis preliminares indican que los documentos presentan discursos y concepciones de la enseñanza, articulados a los contextos sociales, políticos, económicos y educativos de su elaboración. Los maestros que forman maestros entienden la enseñanza relacional como un proceso de trabajo colectivo, influenciado por experiencias personales y académicas. También existe la identificación de la enseñanza como sacerdocio y guiada por la investigación, que expresa una ambigüedad conceptual.Analisam-se concepções acerca da docência expressas na Resolução nº 2, de 1º de julho de 2015, na Portaria nº 38, de 28 de fevereiro de 2018 e em narrativas de três professores de cursos de licenciatura de uma instituição de ensino superior pública da região Centro-Oeste. A discussão é parte de estudo qualitativo em desenvolvimento sobre a formação didático-pedagógica de professores para a Educação Básica, cujos dados foram obtidos de documentos e entrevistas narrativas. As análises preliminares indicam que os documentos apresentam discursos e concepções de docência, articulados aos contextos social, político, econômico e educacional de sua elaboração. Os docentes que formam professores, compreendem a docência relacional como processo de trabalho coletivo, influenciada pelas experiências pessoais e acadêmicas. Há ainda a identificação da docência como sacerdócio e orientada pela pesquisa, expressando uma ambiguidade conceitual.Universidade Federal de Uberlândia2020-02-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://seer.ufu.br/index.php/emrevista/article/view/5274310.14393/ER-v27n1a2020-1Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 15-39Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 15-39Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 15-391983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/52743/28181https://seer.ufu.br/index.php/emrevista/article/view/52743/28561Silva, Edileuza Fernandes Bento, André Lúcio info:eu-repo/semantics/openAccess2020-03-31T10:16:29Zoai:ojs.www.seer.ufu.br:article/52743Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2020-03-31T10:16:29Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Conceptions and discourses about teaching: tensions, conflicts and perspectives
Concepciones y discursos sobre la enseñanza: tensiones, enfrentamientos y perspectivas
Concepções e discursos sobre a docência: tensões, embates e perspectivas
title Conceptions and discourses about teaching: tensions, conflicts and perspectives
spellingShingle Conceptions and discourses about teaching: tensions, conflicts and perspectives
Silva, Edileuza Fernandes
Formação docente
Educação
Políticas
Teacher training
Education
Policies
Educación
Formación
Enseñanza
Profesor
Políticas
title_short Conceptions and discourses about teaching: tensions, conflicts and perspectives
title_full Conceptions and discourses about teaching: tensions, conflicts and perspectives
title_fullStr Conceptions and discourses about teaching: tensions, conflicts and perspectives
title_full_unstemmed Conceptions and discourses about teaching: tensions, conflicts and perspectives
title_sort Conceptions and discourses about teaching: tensions, conflicts and perspectives
author Silva, Edileuza Fernandes
author_facet Silva, Edileuza Fernandes
Bento, André Lúcio
author_role author
author2 Bento, André Lúcio
author2_role author
dc.contributor.author.fl_str_mv Silva, Edileuza Fernandes
Bento, André Lúcio
dc.subject.por.fl_str_mv Formação docente
Educação
Políticas
Teacher training
Education
Policies
Educación
Formación
Enseñanza
Profesor
Políticas
topic Formação docente
Educação
Políticas
Teacher training
Education
Policies
Educación
Formación
Enseñanza
Profesor
Políticas
description An analysis of the concepts on the teaching expressed in Resolution no. 2 of July 1, 2015, Order no. 38 of February 28, 2018 and the narratives of three university teachers of a public institution of higher education in the Center region West. The discussion is part of a qualitative study in the development of the didactic-pedagogical formation of teachers for basic education, how much information was obtained from documents and narrative interviews. The preliminary analyzes indicate that the documents present speeches and conceptions of the teaching, articulated to the social, political, economic and educational contexts of their elaboration. Teachers who are teachers understand relational teaching as a process of collective work, influenced by personal and academic experiences. There is also the identification of the teaching as priesthood and guided by the investigation, that expresses a conceptual ambiguity.
publishDate 2020
dc.date.none.fl_str_mv 2020-02-21
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.ufu.br/index.php/emrevista/article/view/52743
10.14393/ER-v27n1a2020-1
url https://seer.ufu.br/index.php/emrevista/article/view/52743
identifier_str_mv 10.14393/ER-v27n1a2020-1
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/52743/28181
https://seer.ufu.br/index.php/emrevista/article/view/52743/28561
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 15-39
Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 15-39
Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 15-39
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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