The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practices
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/193610 |
Resumo: | The purpose of this article is to propose a new way of understanding teaching based on the term teaching logic, in other words, a principle of justice comprising teaching knowledge and mobilised by teachers in their professional activities. The drawing up of this concept was inspired by pragmatic sociology and by the following questions: what would the action logics be that guide the conduct of teachers? Are the same action logics deployed by teachers in different sociocultural contexts? Would it be possible to find similarities between the principles of justice of French and Brazilian professionals? To answer these questions, field observations were carried out and 36 Brazilian and French teachers were invited to describe professional situations in semi-structured interviews. The analysis of scenarios linked to teachers’ real activities reveals that although there is a plurality of logics, there is a tendency to use a civic logic in France and a liberal logic in Brazil. The discussion of this result demonstrates that action logics are limited to privileged justice criteria in national contexts. Nevertheless, it was possible to conclude that, even in different sociocultural settings, there is professional knowledge shared by teachers in both countries, which are translated into principles of justice and comprise a teaching action logic. |
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The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practicesA constituição da lógica professoral: um estudo sobre saberes e práticas docentes franco-brasileirasTeaching practicesTeaching logicProfessionalismComparative educationTeacher professional socialisationPráticas docentesLógica professoralProfissionalidadeSocialização profissional docenteThe purpose of this article is to propose a new way of understanding teaching based on the term teaching logic, in other words, a principle of justice comprising teaching knowledge and mobilised by teachers in their professional activities. The drawing up of this concept was inspired by pragmatic sociology and by the following questions: what would the action logics be that guide the conduct of teachers? Are the same action logics deployed by teachers in different sociocultural contexts? Would it be possible to find similarities between the principles of justice of French and Brazilian professionals? To answer these questions, field observations were carried out and 36 Brazilian and French teachers were invited to describe professional situations in semi-structured interviews. The analysis of scenarios linked to teachers’ real activities reveals that although there is a plurality of logics, there is a tendency to use a civic logic in France and a liberal logic in Brazil. The discussion of this result demonstrates that action logics are limited to privileged justice criteria in national contexts. Nevertheless, it was possible to conclude that, even in different sociocultural settings, there is professional knowledge shared by teachers in both countries, which are translated into principles of justice and comprise a teaching action logic.O objetivo deste artigo é propor uma nova forma de compreensão da atividade docente a partir do termo lógica professoral, ou seja, um princípio de justiça composto por saberes docentes e mobilizado pelos professores em suas práticas profissionais. A elaboração desse conceito teve sua inspiração na sociologia pragmática e nos seguintes questionamentos: quais seriam as lógicas de ação que orientam as condutas dos docentes? As mesmas lógicas de ação são utilizadas por docentes em contextos socioculturais diferentes? Seria possível encontrar semelhanças entre os princípios de justiça de profissionais franceses e brasileiros? Para responder a essas questões, foram realizadas observações de campo e 36 professores brasileiros e franceses foram convidados a descrever situações profissionais em entrevistas semidiretivas. A análise de situações ligadas às atividades reais dos docentes revela que, embora haja uma pluralidade de lógicas, existe uma tendência para o uso de uma lógica cívica na França e de uma lógica liberal no Brasil. A discussão desse resultado evidencia que as lógicas de ação estão circunstanciadas a critérios de justiça privilegiados nos contextos nacionais. Contudo, foi possível concluir que, mesmo em configurações socioculturais diferentes, existem saberes profissionais compartilhados pelos docentes nos dois países, que são traduzidos em princípios de justiça e compõem uma lógica de ação professoral.Universidade de São Paulo. Faculdade de Educação2021-12-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://www.revistas.usp.br/ep/article/view/19361010.1590/S1678-4634202147232638Educação e Pesquisa; v. 47 (2021); e232638Educação e Pesquisa; Vol. 47 (2021); e232638Educação e Pesquisa; Vol. 47 (2021); e2326381678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/ep/article/view/193610/178603https://www.revistas.usp.br/ep/article/view/193610/178601https://www.revistas.usp.br/ep/article/view/193610/178602Copyright (c) 2021 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessValente, Gabriela Abuhab2021-12-20T18:21:49Zoai:revistas.usp.br:article/193610Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-12-20T18:21:49Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practices A constituição da lógica professoral: um estudo sobre saberes e práticas docentes franco-brasileiras |
title |
The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practices |
spellingShingle |
The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practices Valente, Gabriela Abuhab Teaching practices Teaching logic Professionalism Comparative education Teacher professional socialisation Práticas docentes Lógica professoral Profissionalidade Socialização profissional docente |
title_short |
The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practices |
title_full |
The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practices |
title_fullStr |
The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practices |
title_full_unstemmed |
The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practices |
title_sort |
The formation of teaching logic: a study on Franco-Brazilian teaching knowledge and practices |
author |
Valente, Gabriela Abuhab |
author_facet |
Valente, Gabriela Abuhab |
author_role |
author |
dc.contributor.author.fl_str_mv |
Valente, Gabriela Abuhab |
dc.subject.por.fl_str_mv |
Teaching practices Teaching logic Professionalism Comparative education Teacher professional socialisation Práticas docentes Lógica professoral Profissionalidade Socialização profissional docente |
topic |
Teaching practices Teaching logic Professionalism Comparative education Teacher professional socialisation Práticas docentes Lógica professoral Profissionalidade Socialização profissional docente |
description |
The purpose of this article is to propose a new way of understanding teaching based on the term teaching logic, in other words, a principle of justice comprising teaching knowledge and mobilised by teachers in their professional activities. The drawing up of this concept was inspired by pragmatic sociology and by the following questions: what would the action logics be that guide the conduct of teachers? Are the same action logics deployed by teachers in different sociocultural contexts? Would it be possible to find similarities between the principles of justice of French and Brazilian professionals? To answer these questions, field observations were carried out and 36 Brazilian and French teachers were invited to describe professional situations in semi-structured interviews. The analysis of scenarios linked to teachers’ real activities reveals that although there is a plurality of logics, there is a tendency to use a civic logic in France and a liberal logic in Brazil. The discussion of this result demonstrates that action logics are limited to privileged justice criteria in national contexts. Nevertheless, it was possible to conclude that, even in different sociocultural settings, there is professional knowledge shared by teachers in both countries, which are translated into principles of justice and comprise a teaching action logic. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-17 |
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/193610 10.1590/S1678-4634202147232638 |
url |
https://www.revistas.usp.br/ep/article/view/193610 |
identifier_str_mv |
10.1590/S1678-4634202147232638 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/193610/178603 https://www.revistas.usp.br/ep/article/view/193610/178601 https://www.revistas.usp.br/ep/article/view/193610/178602 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf text/xml |
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. 47 (2021); e232638 Educação e Pesquisa; Vol. 47 (2021); e232638 Educação e Pesquisa; Vol. 47 (2021); e232638 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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1787713814814261248 |