Cadências escolares, ritmos docentes
Autor(a) principal: | |
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Data de Publicação: | 1999 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/27822 |
Resumo: | This paper analyzes some of the concepts peculiar to the temporality of the school social life that structure the everyday rhythm of teachers. It assumes that time is a "category of logical thinking" originated in the rhythm of social life (Durkheim), and that such rhythmic character is a "concrete modality of social time" (Lefebvre and Régulier). This study is part of a research that seeks to discuss the experience of time for teachers of the 5th to 8th grades of the Primary Education and of the Secondary Education, taking into account the teachers links with the construction of their own teaching identities. The text is developed around three themes: the cadences of the interactions between educators and students, the academic calendar rhythms, and the tempo of school hours. The work concludes that teaching rhythms, although inscribed in the pace of modern life, have peculiarities related to the school cadences, to the pedagogical processes, and to the processes of human education. It is then the case to analyze the polyrhythmic nature of school times in their complexities and peculiarities so that we can understand the modulations and meanings of the experience of time as lived by the teacher, which is a constitutive experience of teaching identities. |
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Cadências escolares, ritmos docentes School cadences, teaching rhythms Tempos escolaresExperiência do tempoTrabalho docenteSociologia do tempoSchool timesExperience of timeTeaching workSociology of time This paper analyzes some of the concepts peculiar to the temporality of the school social life that structure the everyday rhythm of teachers. It assumes that time is a "category of logical thinking" originated in the rhythm of social life (Durkheim), and that such rhythmic character is a "concrete modality of social time" (Lefebvre and Régulier). This study is part of a research that seeks to discuss the experience of time for teachers of the 5th to 8th grades of the Primary Education and of the Secondary Education, taking into account the teachers links with the construction of their own teaching identities. The text is developed around three themes: the cadences of the interactions between educators and students, the academic calendar rhythms, and the tempo of school hours. The work concludes that teaching rhythms, although inscribed in the pace of modern life, have peculiarities related to the school cadences, to the pedagogical processes, and to the processes of human education. It is then the case to analyze the polyrhythmic nature of school times in their complexities and peculiarities so that we can understand the modulations and meanings of the experience of time as lived by the teacher, which is a constitutive experience of teaching identities. O artigo analisa alguns dos eixos que estruturam os ritmos cotidianos dos professores, próprios às temporalidades da vida social na escola. Parte do pressuposto de que o tempo é uma "categoria do pensamento lógico", originada no ritmo da vida social (Dukheim), e que essa rítmica é uma "modalidade concreta do tempo social" (Lefebvre e Régulier). O estudo é parte de uma pesquisa que busca tematizar a experiência do tempo de sujeitos que se encontram na condição de professores - docentes de quinta à oitava séries do ensino fundamental e do ensino médio -, levando em conta seus vínculos com a construção de identidades docentes. O texto se desenvolve em torno de três eixos: as cadências das interações entre educandos e educadores, os ritmos dos calendários e os compassos dos horários escolares. Conclui-se que os ritmos docentes, embora circunscritos à rítmica da vida moderna, têm particularidades associadas às cadências da escola, aos processos pedagógicos e àqueles relacionados à formação humana. Trata-se, pois, de analisar a polirritmia dos tempos da escola em sua complexidade e peculiaridades, de forma a se compreenderem as modulações e significações da experiência do tempo na condição de professor, vivência constitutiva das identidades docentes. Universidade de São Paulo. Faculdade de Educação1999-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2782210.1590/S1517-97021999000200008Educação e Pesquisa; v. 25 n. 2 (1999); 87-108Educação e Pesquisa; Vol. 25 No. 2 (1999); 87-108Educação e Pesquisa; Vol. 25 Núm. 2 (1999); 87-1081678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/27822/29594Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessTeixeira, Inês Assunção de Castro2014-10-24T15:34:52Zoai:revistas.usp.br:article/27822Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:34:52Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Cadências escolares, ritmos docentes School cadences, teaching rhythms |
title |
Cadências escolares, ritmos docentes |
spellingShingle |
Cadências escolares, ritmos docentes Teixeira, Inês Assunção de Castro Tempos escolares Experiência do tempo Trabalho docente Sociologia do tempo School times Experience of time Teaching work Sociology of time |
title_short |
Cadências escolares, ritmos docentes |
title_full |
Cadências escolares, ritmos docentes |
title_fullStr |
Cadências escolares, ritmos docentes |
title_full_unstemmed |
Cadências escolares, ritmos docentes |
title_sort |
Cadências escolares, ritmos docentes |
author |
Teixeira, Inês Assunção de Castro |
author_facet |
Teixeira, Inês Assunção de Castro |
author_role |
author |
dc.contributor.author.fl_str_mv |
Teixeira, Inês Assunção de Castro |
dc.subject.por.fl_str_mv |
Tempos escolares Experiência do tempo Trabalho docente Sociologia do tempo School times Experience of time Teaching work Sociology of time |
topic |
Tempos escolares Experiência do tempo Trabalho docente Sociologia do tempo School times Experience of time Teaching work Sociology of time |
description |
This paper analyzes some of the concepts peculiar to the temporality of the school social life that structure the everyday rhythm of teachers. It assumes that time is a "category of logical thinking" originated in the rhythm of social life (Durkheim), and that such rhythmic character is a "concrete modality of social time" (Lefebvre and Régulier). This study is part of a research that seeks to discuss the experience of time for teachers of the 5th to 8th grades of the Primary Education and of the Secondary Education, taking into account the teachers links with the construction of their own teaching identities. The text is developed around three themes: the cadences of the interactions between educators and students, the academic calendar rhythms, and the tempo of school hours. The work concludes that teaching rhythms, although inscribed in the pace of modern life, have peculiarities related to the school cadences, to the pedagogical processes, and to the processes of human education. It is then the case to analyze the polyrhythmic nature of school times in their complexities and peculiarities so that we can understand the modulations and meanings of the experience of time as lived by the teacher, which is a constitutive experience of teaching identities. |
publishDate |
1999 |
dc.date.none.fl_str_mv |
1999-07-01 |
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://www.revistas.usp.br/ep/article/view/27822 10.1590/S1517-97021999000200008 |
url |
https://www.revistas.usp.br/ep/article/view/27822 |
identifier_str_mv |
10.1590/S1517-97021999000200008 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/27822/29594 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 25 n. 2 (1999); 87-108 Educação e Pesquisa; Vol. 25 No. 2 (1999); 87-108 Educação e Pesquisa; Vol. 25 Núm. 2 (1999); 87-108 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713810131320832 |