Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation Scholarships
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Data de Publicação: | 2012 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/47902 |
Resumo: | Considering the possibilities resulting from the Institutional Program of Teaching Initiation Scholarships (PIBID), this paper discusses the concepts of school knowledge and the challenges of project to transform basic schooling into an institution that takes intercultural perspectives in relation to school knowledge. Thus, it is understood that it is still a challenge for many elementary/intermediate schools, to acknowledge and work with knowledge that are significant for the people who attend it. Funded by CAPES, in the context of PIBID, this paper presents the early results of a study on the conceptions of school knowledge that intertwine the teaching practice of teachers from public schools and scholarship holders for teaching initiation involved in the project. The research was developed through the study of intercultural aspects and its contemporary challenges, the follow-up of the work done in the schools and the use of questionnaires to students who had a teaching initiation scholarship granted by the Federal University of the State of Rio de Janeiro (UNIRIO), which implemented a project by means of the above mentioned program. We found, until now, that the concept of school knowledge has oscillated between conservative and emancipatory perspectives, and the latter are understood as those which, sharing the notion of well-living, attempt to integrate themselves into the needs of the communities and to share principles involving relationality, the correspondence and the complementarity, as emphasized by Catherine Walsh. |
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Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation ScholarshipsConcepções de conhecimento escolar: potencialidades do Programa Institucional de Bolsa de Iniciação à DocênciaDocênciaConhecimento escolarInterculturalidadeTeachingSchool knowledgeInterculturalityConsidering the possibilities resulting from the Institutional Program of Teaching Initiation Scholarships (PIBID), this paper discusses the concepts of school knowledge and the challenges of project to transform basic schooling into an institution that takes intercultural perspectives in relation to school knowledge. Thus, it is understood that it is still a challenge for many elementary/intermediate schools, to acknowledge and work with knowledge that are significant for the people who attend it. Funded by CAPES, in the context of PIBID, this paper presents the early results of a study on the conceptions of school knowledge that intertwine the teaching practice of teachers from public schools and scholarship holders for teaching initiation involved in the project. The research was developed through the study of intercultural aspects and its contemporary challenges, the follow-up of the work done in the schools and the use of questionnaires to students who had a teaching initiation scholarship granted by the Federal University of the State of Rio de Janeiro (UNIRIO), which implemented a project by means of the above mentioned program. We found, until now, that the concept of school knowledge has oscillated between conservative and emancipatory perspectives, and the latter are understood as those which, sharing the notion of well-living, attempt to integrate themselves into the needs of the communities and to share principles involving relationality, the correspondence and the complementarity, as emphasized by Catherine Walsh.Considerando-se as possibilidades abertas por meio do Programa Institucional de Bolsa de Iniciação à Docência (PIBID), o presente artigo discute as concepções de conhecimento escolar e os desafios de um projeto de transformação da escola básica em uma instituição que assuma perspectivas interculturais em relação ao conhecimento escolar. Nesse sentido, compreende-se que ainda é um desafio, para muitas escolas de ensino fundamental, reconhecer e trabalhar com conhecimentos que sejam significativos para a população que as frequenta. Apoiado pela CAPES, no âmbito do PIBID, este trabalho apresenta os resultados iniciais de um estudo sobre as concepções de conhecimento escolar que permeiam os saberes da docência de professores de escolas públicas e de bolsistas de iniciação à docência envolvidos no projeto. O desenvolvimento da pesquisa deu-se mediante o estudo da interculturalidade e de seus desafios contemporâneos, o acompanhamento do trabalho desenvolvido nas escolas e a aplicação de questionários a estudantes bolsistas de iniciação à docência da Universidade Federal do Estado do Rio de Janeiro (UNIRIO), que desenvolvem um projeto por meio do referido programa. Observamos, até o presente momento, que a concepção de conhecimento escolar tem oscilado entre perspectivas conservadoras e perspectivas emancipatórias, sendo estas últimas entendidas como aquelas que, compartilhando do conceito de bem viver, procuram integrar-se às necessidades das comunidades e compartilhar de princípios que envolvem a relacionalidade, a correspondência e a complementariedade, tal como salienta Catherine Walsh.Universidade de São Paulo. Faculdade de Educação2012-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/4790210.1590/S1517-97022012005000018Educação e Pesquisa; v. 38 n. 3 (2012); 683-694Educação e Pesquisa; Vol. 38 No. 3 (2012); 683-694Educação e Pesquisa; Vol. 38 Núm. 3 (2012); 683-6941678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/47902/51638Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessFetzner, Andréa RosanaSouza, Maria Elena Viana2012-12-13T09:57:04Zoai:revistas.usp.br:article/47902Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2012-12-13T09:57:04Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation Scholarships Concepções de conhecimento escolar: potencialidades do Programa Institucional de Bolsa de Iniciação à Docência |
title |
Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation Scholarships |
spellingShingle |
Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation Scholarships Fetzner, Andréa Rosana Docência Conhecimento escolar Interculturalidade Teaching School knowledge Interculturality |
title_short |
Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation Scholarships |
title_full |
Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation Scholarships |
title_fullStr |
Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation Scholarships |
title_full_unstemmed |
Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation Scholarships |
title_sort |
Concepts of school knowledge: potentialities of the Institutional Program of Teaching Initiation Scholarships |
author |
Fetzner, Andréa Rosana |
author_facet |
Fetzner, Andréa Rosana Souza, Maria Elena Viana |
author_role |
author |
author2 |
Souza, Maria Elena Viana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Fetzner, Andréa Rosana Souza, Maria Elena Viana |
dc.subject.por.fl_str_mv |
Docência Conhecimento escolar Interculturalidade Teaching School knowledge Interculturality |
topic |
Docência Conhecimento escolar Interculturalidade Teaching School knowledge Interculturality |
description |
Considering the possibilities resulting from the Institutional Program of Teaching Initiation Scholarships (PIBID), this paper discusses the concepts of school knowledge and the challenges of project to transform basic schooling into an institution that takes intercultural perspectives in relation to school knowledge. Thus, it is understood that it is still a challenge for many elementary/intermediate schools, to acknowledge and work with knowledge that are significant for the people who attend it. Funded by CAPES, in the context of PIBID, this paper presents the early results of a study on the conceptions of school knowledge that intertwine the teaching practice of teachers from public schools and scholarship holders for teaching initiation involved in the project. The research was developed through the study of intercultural aspects and its contemporary challenges, the follow-up of the work done in the schools and the use of questionnaires to students who had a teaching initiation scholarship granted by the Federal University of the State of Rio de Janeiro (UNIRIO), which implemented a project by means of the above mentioned program. We found, until now, that the concept of school knowledge has oscillated between conservative and emancipatory perspectives, and the latter are understood as those which, sharing the notion of well-living, attempt to integrate themselves into the needs of the communities and to share principles involving relationality, the correspondence and the complementarity, as emphasized by Catherine Walsh. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-09-01 |
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/47902 10.1590/S1517-97022012005000018 |
url |
https://www.revistas.usp.br/ep/article/view/47902 |
identifier_str_mv |
10.1590/S1517-97022012005000018 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/47902/51638 |
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. 38 n. 3 (2012); 683-694 Educação e Pesquisa; Vol. 38 No. 3 (2012); 683-694 Educação e Pesquisa; Vol. 38 Núm. 3 (2012); 683-694 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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1787713809123639296 |