Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice

Detalhes bibliográficos
Autor(a) principal: Almeida, Sandra Francesca Conte de
Data de Publicação: 2012
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estilos da Clínica (Online)
Texto Completo: https://www.revistas.usp.br/estic/article/view/46135
Resumo: In thepsychoanalyticperspective of teachers' practices analysis, the subjective and professional implications of the teacher when exercising his or her job, demands a necessary articulation between knowledge and wisdom, that is, between possible and incidental, scienceproduced knowledge and the lack of knowledge of the enigma which animates the subject, a knowledge of the unknown, carrier of truth. For not reducing knowledge to the dimension of an object of exchange and enjoyment ("jouissance") of the Other, the teacher, marked by his or her singular style, give witness of the knowledge that inhabits him or herself and interrogates it while production of desire, whose truth becomes the way that guides him or her in the adventure of educating between Sila and Caribdis. This is the challenge placed at the education of teachers in the perspective of the clinical analysis of professional practice, whose historical origins allows understanding and analyzing its consequences nowadays.
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spelling Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practiceFormação continuada de professores: conhecimento e saber na análise clínica das práticas profissionaisFormación continuada de maestros: conocimiento y saber en el análisis clínico de las prácticas profesionalesformação de professorespsicanáliseeducaçãoformación de maestrospsicoanálisiseducaciónteacher educationpsychoanalysiseducationIn thepsychoanalyticperspective of teachers' practices analysis, the subjective and professional implications of the teacher when exercising his or her job, demands a necessary articulation between knowledge and wisdom, that is, between possible and incidental, scienceproduced knowledge and the lack of knowledge of the enigma which animates the subject, a knowledge of the unknown, carrier of truth. For not reducing knowledge to the dimension of an object of exchange and enjoyment ("jouissance") of the Other, the teacher, marked by his or her singular style, give witness of the knowledge that inhabits him or herself and interrogates it while production of desire, whose truth becomes the way that guides him or her in the adventure of educating between Sila and Caribdis. This is the challenge placed at the education of teachers in the perspective of the clinical analysis of professional practice, whose historical origins allows understanding and analyzing its consequences nowadays.Al direccionarse el analisis de lasprácticas docentes, de orientación psicoanalitica, la implicación subjetiva y profesional del maestro, en el ejercicio de su oficio, requiere la articulación necesária entre el conocimiento y el saber, eso quiere decir, entre elposible conocimiento, producto de la ciencia, y el (des)conocimiento del enigma que anima el sujeto, un saber no-sabido, que contiene la verdad. Para que el conocimiento no se reduzca a la dimension de objeto de cambio y de gozo del Outro, el maestro, marcado por su estilo singular, dá testimonio del saber que lo habita y le interroga, comoproducción del deseo, cuya verdad se vuelve el camino que lo conduce a la aventura de educar entre Silas y Caríbdis. Tal es el reto que se presenta a la formación de maestros, en la perspectiva del analísis clínico de las prácticas profesionales, cuya origen históricapermite comprender y analisar sus desdobramientos en los días actuales.Na direção da análise das práticas docentes, de orientação psicanalítica, a implicação subjetiva eprofissional do professor, no exercício de seu ofício, demanda a necessária articulação entre conhecimento e saber, isto é, entre o conhecimento possível e contingencial, produzido pela ciência, e o (des)conhecimento do enigma que anima o sujeito, um saber não-sabido, portador de verdade. Para que o conhecimento não se reduza à dimensão de objeto de troca e de gozo do Outro, o professor, marcado por seu estilo singular, dá testemunho do saber que o habita e o interroga, enquanto produção de desejo, cuja verdade torna-se o caminho a guiá-lo na aventura de educar entre Sila e Caríbdis. Tal é o desafio à formação de professores, na perspectiva da análise clínica das práticas profissionais, cuja origem histórica permite compreender e analisar seus desdobramentos, nos dias atuais.Universidade de São Paulo2012-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/estic/article/view/4613510.11606/issn.1981-1624.v17i1p76-87Estilos da Clinica; v. 17 n. 1 (2012): Dossiê Fundamentos; 76-87Estilos da Clinica; ##issue.vol## 17 ##issue.no## 1 (2012): Dossiê Fundamentos; 76-87Stili della clinica. Rivista sui destini dell'infanzia; V. 17 N. 1 (2012): Dossiê Fundamentos; 76-87Clinical Styles. The Journal on the vicissitudes of childhood; Vol. 17 No. 1 (2012): Dossiê Fundamentos; 76-87Styles de la Clinique. Revue sur les vicissitudes de l'enfance; Vol. 17 No 1 (2012): Dossiê Fundamentos; 76-87Estilos de la Clínica. Revista sobre las vicisitudes de la infancia; Vol. 17 Núm. 1 (2012): Dossiê Fundamentos; 76-871981-16241415-7128reponame:Estilos da Clínica (Online)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/estic/article/view/46135/49760Almeida, Sandra Francesca Conte deinfo:eu-repo/semantics/openAccess2020-09-02T03:59:30Zoai:revistas.usp.br:article/46135Revistahttps://www.revistas.usp.br/estic/indexPUBhttps://www.revistas.usp.br/estic/oairevistaestilosdaclinica@usp.br1981-16241415-7128opendoar:2020-09-02T03:59:30Estilos da Clínica (Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice
Formação continuada de professores: conhecimento e saber na análise clínica das práticas profissionais
Formación continuada de maestros: conocimiento y saber en el análisis clínico de las prácticas profesionales
title Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice
spellingShingle Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice
Almeida, Sandra Francesca Conte de
formação de professores
psicanálise
educação
formación de maestros
psicoanálisis
educación
teacher education
psychoanalysis
education
title_short Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice
title_full Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice
title_fullStr Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice
title_full_unstemmed Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice
title_sort Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice
author Almeida, Sandra Francesca Conte de
author_facet Almeida, Sandra Francesca Conte de
author_role author
dc.contributor.author.fl_str_mv Almeida, Sandra Francesca Conte de
dc.subject.por.fl_str_mv formação de professores
psicanálise
educação
formación de maestros
psicoanálisis
educación
teacher education
psychoanalysis
education
topic formação de professores
psicanálise
educação
formación de maestros
psicoanálisis
educación
teacher education
psychoanalysis
education
description In thepsychoanalyticperspective of teachers' practices analysis, the subjective and professional implications of the teacher when exercising his or her job, demands a necessary articulation between knowledge and wisdom, that is, between possible and incidental, scienceproduced knowledge and the lack of knowledge of the enigma which animates the subject, a knowledge of the unknown, carrier of truth. For not reducing knowledge to the dimension of an object of exchange and enjoyment ("jouissance") of the Other, the teacher, marked by his or her singular style, give witness of the knowledge that inhabits him or herself and interrogates it while production of desire, whose truth becomes the way that guides him or her in the adventure of educating between Sila and Caribdis. This is the challenge placed at the education of teachers in the perspective of the clinical analysis of professional practice, whose historical origins allows understanding and analyzing its consequences nowadays.
publishDate 2012
dc.date.none.fl_str_mv 2012-06-01
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/estic/article/view/46135
10.11606/issn.1981-1624.v17i1p76-87
url https://www.revistas.usp.br/estic/article/view/46135
identifier_str_mv 10.11606/issn.1981-1624.v17i1p76-87
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/estic/article/view/46135/49760
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo
publisher.none.fl_str_mv Universidade de São Paulo
dc.source.none.fl_str_mv Estilos da Clinica; v. 17 n. 1 (2012): Dossiê Fundamentos; 76-87
Estilos da Clinica; ##issue.vol## 17 ##issue.no## 1 (2012): Dossiê Fundamentos; 76-87
Stili della clinica. Rivista sui destini dell'infanzia; V. 17 N. 1 (2012): Dossiê Fundamentos; 76-87
Clinical Styles. The Journal on the vicissitudes of childhood; Vol. 17 No. 1 (2012): Dossiê Fundamentos; 76-87
Styles de la Clinique. Revue sur les vicissitudes de l'enfance; Vol. 17 No 1 (2012): Dossiê Fundamentos; 76-87
Estilos de la Clínica. Revista sobre las vicisitudes de la infancia; Vol. 17 Núm. 1 (2012): Dossiê Fundamentos; 76-87
1981-1624
1415-7128
reponame:Estilos da Clínica (Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Estilos da Clínica (Online)
collection Estilos da Clínica (Online)
repository.name.fl_str_mv Estilos da Clínica (Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv revistaestilosdaclinica@usp.br
_version_ 1797067493453332480

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