Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practice
Autor(a) principal: | |
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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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Continuing teachers' education: knowledge and wisdom in the clinicalanalysis of professional practiceFormação continuada de professores: conhecimento e saber na análise clÃnica das práticas profissionaisFormación continuada de maestros: conocimiento y saber en el análisis clÃnico 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 CarÃbdis. Tal es el reto que se presenta a la formación de maestros, en la perspectiva del analÃsis clÃnico de las prácticas profesionales, cuya origen históricapermite comprender y analisar sus desdobramientos en los dÃas actuales.Na direção da análise das práticas docentes, de orientação psicanalÃtica, a implicação subjetiva eprofissional do professor, no exercÃcio de seu ofÃcio, demanda a necessária articulação entre conhecimento e saber, isto é, entre o conhecimento possÃvel 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 CarÃbdis. Tal é o desafio à formação de professores, na perspectiva da análise clÃnica 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 clÃnica das práticas profissionais Formación continuada de maestros: conocimiento y saber en el análisis clÃnico 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 |
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1797067493453332480 |