PEER EDUCATION AS ETHICAL AND POLITICAL ACTION
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da FAEEBA (Online) |
Texto Completo: | https://www.revistas.uneb.br/index.php/faeeba/article/view/13479 |
Resumo: | This article presents and discusses the peers’ training in the scope of the National Pact for Literacy in the Right Age (PNAIC) program. Based on the principles and procedures of the interpretative method, 34 reports from trainers and study guiding teachers were analyzed. The theoretical problematization was supported by studies in the field of teacher education, pedagogical theory and political philosophy. Peers’ training and learning from others are discussed in terms of ethics and politics, dimensions that are intrinsic to teaching. The analysis of the reports demonstrates that peers’ training takes place in a space between school and university and is potentialized when spaces for dialogue and collective reflection are guaranteed, which allows learning with others. |
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PEER EDUCATION AS ETHICAL AND POLITICAL ACTIONLA FORMACIÓN ENTRE IGUALES COMO ACCIÓN ÉTICA Y POLÍTICAA formação entre pares como ação ética e políticaTeacher education.Dialogue and collective reflection.PNAICFormación de profesores.Diálogo y reflexión colectiva. PNAICFormação de professores.Diálogo e reflexão coletiva.PNAICThis article presents and discusses the peers’ training in the scope of the National Pact for Literacy in the Right Age (PNAIC) program. Based on the principles and procedures of the interpretative method, 34 reports from trainers and study guiding teachers were analyzed. The theoretical problematization was supported by studies in the field of teacher education, pedagogical theory and political philosophy. Peers’ training and learning from others are discussed in terms of ethics and politics, dimensions that are intrinsic to teaching. The analysis of the reports demonstrates that peers’ training takes place in a space between school and university and is potentialized when spaces for dialogue and collective reflection are guaranteed, which allows learning with others.Este artículo presenta y analiza la formación entre pares en el marco del programa del Pacto Nacional para la Alfabetización en la Edad Correcta (PNAIC). Basándose en los principios y procedimientos del método interpretativo, se analizaron 34 informes de formadores y guías de estudio. La problematización teórica se apoyó en estudios del ámbito de la formación del profesorado, la teoría pedagógica y la filosofía política. La formación entre pares y el aprendizaje con el otro se tematizan en el plano de la ética y la política, dimensiones intrínsecas de la enseñanza. El análisis de los informes muestra que la formación entre pares se da en un espacio entre la escuela y la universidad y se potencia cuando se garantizan espacios de diálogo y reflexión colectiva que permiten aprender con el otro y sostener la formación como responsabilidad profesional y política.Este artigo apresenta e discute a formação entre pares no âmbito do programa Pacto Nacional pela Alfabetização na Idade Certa (PNAIC). Com base nos princípios e procedimentos do método interpretativo, 34 relatórios de formadoras e orientadoras de estudo foram analisados. A problematização teórica foi amparada por estudos do campo da formação de professores, da teoria pedagógica e da filosofia política. A formação entre pares e o aprender com o outro são tematizadas no plano da ética e da política, dimensões intrínsecas à docência. A análise dos relatórios demonstra que a formação entre pares acontece num espaço entre escola e Universidade e é potencializada quando são garantidos espaços de diálogo e de reflexão coletiva, o que permite aprender com o outro e sustentar a formação como responsabilidade profissional e política.UNEB2022-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDouble-blinded peer reviewedAvaliado pelos paresapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1347910.21879/faeeba2358-0194.2022.v31.n66.p191-206Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 66 (2022): Revista da FAEEBA - Educação e Contemporaneidade; 191-2062358-01940104-704310.21879/faeeba2358-0194.v31.n66reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/13479/9838Copyright (c) 2022 Marta Nörnberg, Josiane Jarline Jägerinfo:eu-repo/semantics/openAccess Jäger, Josiane JarlineNörnberg, Marta2022-06-02T14:12:51Zoai:ojs.revistas.uneb.br:article/13479Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2022-06-02T14:12:51Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false |
dc.title.none.fl_str_mv |
PEER EDUCATION AS ETHICAL AND POLITICAL ACTION LA FORMACIÓN ENTRE IGUALES COMO ACCIÓN ÉTICA Y POLÍTICA A formação entre pares como ação ética e política |
title |
PEER EDUCATION AS ETHICAL AND POLITICAL ACTION |
spellingShingle |
PEER EDUCATION AS ETHICAL AND POLITICAL ACTION Jäger, Josiane Jarline Teacher education. Dialogue and collective reflection. PNAIC Formación de profesores. Diálogo y reflexión colectiva. PNAIC Formação de professores. Diálogo e reflexão coletiva. PNAIC |
title_short |
PEER EDUCATION AS ETHICAL AND POLITICAL ACTION |
title_full |
PEER EDUCATION AS ETHICAL AND POLITICAL ACTION |
title_fullStr |
PEER EDUCATION AS ETHICAL AND POLITICAL ACTION |
title_full_unstemmed |
PEER EDUCATION AS ETHICAL AND POLITICAL ACTION |
title_sort |
PEER EDUCATION AS ETHICAL AND POLITICAL ACTION |
author |
Jäger, Josiane Jarline |
author_facet |
Jäger, Josiane Jarline Nörnberg, Marta |
author_role |
author |
author2 |
Nörnberg, Marta |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Jäger, Josiane Jarline Nörnberg, Marta |
dc.subject.por.fl_str_mv |
Teacher education. Dialogue and collective reflection. PNAIC Formación de profesores. Diálogo y reflexión colectiva. PNAIC Formação de professores. Diálogo e reflexão coletiva. PNAIC |
topic |
Teacher education. Dialogue and collective reflection. PNAIC Formación de profesores. Diálogo y reflexión colectiva. PNAIC Formação de professores. Diálogo e reflexão coletiva. PNAIC |
description |
This article presents and discusses the peers’ training in the scope of the National Pact for Literacy in the Right Age (PNAIC) program. Based on the principles and procedures of the interpretative method, 34 reports from trainers and study guiding teachers were analyzed. The theoretical problematization was supported by studies in the field of teacher education, pedagogical theory and political philosophy. Peers’ training and learning from others are discussed in terms of ethics and politics, dimensions that are intrinsic to teaching. The analysis of the reports demonstrates that peers’ training takes place in a space between school and university and is potentialized when spaces for dialogue and collective reflection are guaranteed, which allows learning with others. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Double-blinded peer reviewed Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.uneb.br/index.php/faeeba/article/view/13479 10.21879/faeeba2358-0194.2022.v31.n66.p191-206 |
url |
https://www.revistas.uneb.br/index.php/faeeba/article/view/13479 |
identifier_str_mv |
10.21879/faeeba2358-0194.2022.v31.n66.p191-206 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.uneb.br/index.php/faeeba/article/view/13479/9838 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Marta Nörnberg, Josiane Jarline Jäger info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Marta Nörnberg, Josiane Jarline Jäger |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UNEB |
publisher.none.fl_str_mv |
UNEB |
dc.source.none.fl_str_mv |
Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 66 (2022): Revista da FAEEBA - Educação e Contemporaneidade; 191-206 2358-0194 0104-7043 10.21879/faeeba2358-0194.v31.n66 reponame:Revista da FAEEBA (Online) instname:Universidade do Estado da Bahia (UNEB) instacron:UNEB |
instname_str |
Universidade do Estado da Bahia (UNEB) |
instacron_str |
UNEB |
institution |
UNEB |
reponame_str |
Revista da FAEEBA (Online) |
collection |
Revista da FAEEBA (Online) |
repository.name.fl_str_mv |
Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB) |
repository.mail.fl_str_mv |
revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br |
_version_ |
1800210958334820352 |