The object of study of the teaching profession as an epistemological challenge

Detalhes bibliográficos
Autor(a) principal: Castañeda-Díaz, María Teresa
Data de Publicação: 2021
Outros Autores: Jarpa-Arriagada, Carmen Gloria
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Pro-Posições (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668309
Resumo: This article analyzes the object of study of the teaching profession from a bibliographic essay. We affirm that the object is pedagogical knowledge and the mechanisms of distribution and acquisition of this knowledge in teaching situations (Martín, 2006). Therefore, it is an object constructed, defined and defined theoretically and epistemologically, when thinking about the discipline from the profession, the formative models and the professional knowledge that it generates (Gadotti, 2015; Houssaye, 2014). Documentary review of 55 sources (70’s until 2015) was carried out. The findings show that literature coincides in the importance of pedagogical knowledge, as a singularity of the profession. Also, from a postmodern vision, education emerges as a social science where knowledge is built from the educational praxis as a contextualized social practice, historically and culturally located. Initial teacher training should emphasize the construction of professional knowledge and its consequent discursive community.
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spelling The object of study of the teaching profession as an epistemological challengeEl objeto de estudio de la profesión docente como reto epistemológicoEl objeto de estudio de la profesión docente como reto epistemológicoCiência educacionalProfissão docentePreparação do professorCiencia de la educaciónProfesión docentePreparación de profesoresScience of educationTeaching professionTeacher preparationThis article analyzes the object of study of the teaching profession from a bibliographic essay. We affirm that the object is pedagogical knowledge and the mechanisms of distribution and acquisition of this knowledge in teaching situations (Martín, 2006). Therefore, it is an object constructed, defined and defined theoretically and epistemologically, when thinking about the discipline from the profession, the formative models and the professional knowledge that it generates (Gadotti, 2015; Houssaye, 2014). Documentary review of 55 sources (70’s until 2015) was carried out. The findings show that literature coincides in the importance of pedagogical knowledge, as a singularity of the profession. Also, from a postmodern vision, education emerges as a social science where knowledge is built from the educational praxis as a contextualized social practice, historically and culturally located. Initial teacher training should emphasize the construction of professional knowledge and its consequent discursive community.Este artículo analiza el objeto de estudio de la profesión docente a partir de un ensayo bibliográfico. Afirmamos que el objeto es el conocimiento pedagógico y los mecanismos de distribución y adquisición de este saber en situaciones de enseñanza (Martín, 2006). Por tanto, es un objeto construido, definido y delimitado teórica y epistemológicamente al pensar la disciplina desde la profesión, los modelos formativos y los conocimientos profesionales que genera (Gadotti, 2015; Houssaye, 2014). Se realizó una revisión documental de 55 fuentes (de 1970 a 2015). Los hallazgos muestran que la literatura coincide en la importancia del conocimiento pedagógico como singularidad de la profesión. Asimismo, desde una visión posmoderna, la educación emerge como ciencia social en que el conocimiento se construye desde la praxis educativa en tanto práctica social contextualizada, situada histórica y culturalmente. La formación inicial docente debe enfatizar la construcción del saber profesional y su consecuente comunidad discursiva.Este artículo analiza el objeto de estudio de la profesión docente a partir de un ensayo bibliográfico. Afirmamos que el objeto es el conocimiento pedagógico y los mecanismos de distribución y adquisición de este saber en situaciones de enseñanza (Martín, 2006). Por tanto, es un objeto construido, definido y delimitado teórica y epistemológicamente al pensar la disciplina desde la profesión, los modelos formativos y los conocimientos profesionales que genera (Gadotti, 2015; Houssaye, 2014). Se realizó una revisión documental de 55 fuentes (de 1970 a 2015). Los hallazgos muestran que la literatura coincide en la importancia del conocimiento pedagógico como singularidad de la profesión. Asimismo, desde una visión posmoderna, la educación emerge como ciencia social en que el conocimiento se construye desde la praxis educativa en tanto práctica social contextualizada, situada histórica y culturalmente. La formación inicial docente debe enfatizar la construcción del saber profesional y su consecuente comunidad discursiva.Universidade Estadual de Campinas2021-09-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668309Pro-Posições; Vol. 32 (2021): Publicação Contínua; e20190067ESPro-Posições; Vol. 32 (2021): Publicação Contínua; e20190067ESPro-Posições; v. 32 (2021): Publicação Contínua; e20190067ES1980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPspahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668309/27983Chile; ContemporaryChile;ContemporáneoChile; ContemporâneoCopyright (c) 2021 María Teresa Castañeda-Díaz, Carmen Gloria Jarpa-Arriagadahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCastañeda-Díaz, María Teresa Jarpa-Arriagada, Carmen Gloria 2022-03-18T18:45:02Zoai:ojs.periodicos.sbu.unicamp.br:article/8668309Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2022-03-18T18:45:02Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv The object of study of the teaching profession as an epistemological challenge
El objeto de estudio de la profesión docente como reto epistemológico
El objeto de estudio de la profesión docente como reto epistemológico
title The object of study of the teaching profession as an epistemological challenge
spellingShingle The object of study of the teaching profession as an epistemological challenge
Castañeda-Díaz, María Teresa
Ciência educacional
Profissão docente
Preparação do professor
Ciencia de la educación
Profesión docente
Preparación de profesores
Science of education
Teaching profession
Teacher preparation
title_short The object of study of the teaching profession as an epistemological challenge
title_full The object of study of the teaching profession as an epistemological challenge
title_fullStr The object of study of the teaching profession as an epistemological challenge
title_full_unstemmed The object of study of the teaching profession as an epistemological challenge
title_sort The object of study of the teaching profession as an epistemological challenge
author Castañeda-Díaz, María Teresa
author_facet Castañeda-Díaz, María Teresa
Jarpa-Arriagada, Carmen Gloria
author_role author
author2 Jarpa-Arriagada, Carmen Gloria
author2_role author
dc.contributor.author.fl_str_mv Castañeda-Díaz, María Teresa
Jarpa-Arriagada, Carmen Gloria
dc.subject.por.fl_str_mv Ciência educacional
Profissão docente
Preparação do professor
Ciencia de la educación
Profesión docente
Preparación de profesores
Science of education
Teaching profession
Teacher preparation
topic Ciência educacional
Profissão docente
Preparação do professor
Ciencia de la educación
Profesión docente
Preparación de profesores
Science of education
Teaching profession
Teacher preparation
description This article analyzes the object of study of the teaching profession from a bibliographic essay. We affirm that the object is pedagogical knowledge and the mechanisms of distribution and acquisition of this knowledge in teaching situations (Martín, 2006). Therefore, it is an object constructed, defined and defined theoretically and epistemologically, when thinking about the discipline from the profession, the formative models and the professional knowledge that it generates (Gadotti, 2015; Houssaye, 2014). Documentary review of 55 sources (70’s until 2015) was carried out. The findings show that literature coincides in the importance of pedagogical knowledge, as a singularity of the profession. Also, from a postmodern vision, education emerges as a social science where knowledge is built from the educational praxis as a contextualized social practice, historically and culturally located. Initial teacher training should emphasize the construction of professional knowledge and its consequent discursive community.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668309
url https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668309
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668309/27983
dc.rights.driver.fl_str_mv Copyright (c) 2021 María Teresa Castañeda-Díaz, Carmen Gloria Jarpa-Arriagada
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 María Teresa Castañeda-Díaz, Carmen Gloria Jarpa-Arriagada
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv Chile; Contemporary
Chile;Contemporáneo
Chile; Contemporâneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Pro-Posições; Vol. 32 (2021): Publicação Contínua; e20190067ES
Pro-Posições; Vol. 32 (2021): Publicação Contínua; e20190067ES
Pro-Posições; v. 32 (2021): Publicação Contínua; e20190067ES
1980-6248
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
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