The object of study of the teaching profession as an epistemological challenge
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Data de Publicação: | 2021 |
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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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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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