Teacher training focusing on discussions of the school routine

Detalhes bibliográficos
Autor(a) principal: Penteado, Maria Emiliana Lima
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Veras
Texto Completo: http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/171
Resumo: The school routine is ideologically established and reproduces behaviors and guilt-inducing speeches of academic failure. The purpose of this study is to present the process of constitution of a specific proposal of inservice training with an emphasis on the reflection of school routine from pedagogical practices. The theoretical and methodological basis is the Socio-Historical Psychology. We used documents and reflective interviews (SZYMANSKI, 2011) for data production and in the analysis, the “núcleos de significação” (AGUIAR & OZELLA, 2006, 2013). The results showed that giving visibility to successful work and creating space to discuss the school reality enabled the enhancement of educators, the collective thinking of the impediments that others followed in a similar direction, and also tried to overcome the dichotomy between theory and practice in order to achieve praxis.
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spelling Teacher training focusing on discussions of the school routineFormação de educadores com foco na reflexão do cotidiano escolarIn-formation training; School routine; PraxisFormação em serviço; Cotidiano escolar; PráxisThe school routine is ideologically established and reproduces behaviors and guilt-inducing speeches of academic failure. The purpose of this study is to present the process of constitution of a specific proposal of inservice training with an emphasis on the reflection of school routine from pedagogical practices. The theoretical and methodological basis is the Socio-Historical Psychology. We used documents and reflective interviews (SZYMANSKI, 2011) for data production and in the analysis, the “núcleos de significação” (AGUIAR & OZELLA, 2006, 2013). The results showed that giving visibility to successful work and creating space to discuss the school reality enabled the enhancement of educators, the collective thinking of the impediments that others followed in a similar direction, and also tried to overcome the dichotomy between theory and practice in order to achieve praxis.O cotidiano escolar é ideologicamente constituído e reproduz comportamentos e discursos culpabilizantes do fracasso escolar. O objetivo deste estudo é apresentar o processo de constituição de uma proposta específica de formação em serviço com ênfase na reflexão do cotidiano escolar a partir de práticas pedagógicas. A base teórico-metodológica é a Psicologia Sócio-Histórica. Utilizaram-se documentos e entrevistas reflexivas (SZYMANSKI, 2011) para produção dos dados e, na análise, os “núcleos de significação” (AGUIAR & OZELLA, 2006, 2013). Os resultados revelaram que dar visibilidade a trabalhos bem sucedidos e criar espaço para discutir a realidade escolar possibilitaram valorizar os educadores, pensar coletivamente nos impedimentos de outros seguirem em direção parecida e, ainda, implicaram na tentativa de superar a dicotomia entre teoria e prática, a fim de se alcançar a práxis.Vera CruzPUCSPCAPESPenteado, Maria Emiliana Lima2014-10-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo Avaliado pelos Paresapplication/pdfhttp://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/17110.14212/veras.vol4.n2.ano2014.art171Veras; v. 4, n. 2 (2014); 145-1632236-572910.14212/veras.vol4.n2.ano2014reponame:Revista Verasinstname:Instituto Superior de Educação Vera Cruz (VeraCruz)instacron:VERACRUZporhttp://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/171/131info:eu-repo/semantics/openAccess2017-03-06T23:24:35ZRevista
dc.title.none.fl_str_mv Teacher training focusing on discussions of the school routine
Formação de educadores com foco na reflexão do cotidiano escolar
title Teacher training focusing on discussions of the school routine
spellingShingle Teacher training focusing on discussions of the school routine
Penteado, Maria Emiliana Lima
In-formation training; School routine; Praxis
Formação em serviço; Cotidiano escolar; Práxis
title_short Teacher training focusing on discussions of the school routine
title_full Teacher training focusing on discussions of the school routine
title_fullStr Teacher training focusing on discussions of the school routine
title_full_unstemmed Teacher training focusing on discussions of the school routine
title_sort Teacher training focusing on discussions of the school routine
author Penteado, Maria Emiliana Lima
author_facet Penteado, Maria Emiliana Lima
author_role author
dc.contributor.none.fl_str_mv
PUCSP
CAPES
dc.contributor.author.fl_str_mv Penteado, Maria Emiliana Lima
dc.subject.por.fl_str_mv In-formation training; School routine; Praxis
Formação em serviço; Cotidiano escolar; Práxis
topic In-formation training; School routine; Praxis
Formação em serviço; Cotidiano escolar; Práxis
description The school routine is ideologically established and reproduces behaviors and guilt-inducing speeches of academic failure. The purpose of this study is to present the process of constitution of a specific proposal of inservice training with an emphasis on the reflection of school routine from pedagogical practices. The theoretical and methodological basis is the Socio-Historical Psychology. We used documents and reflective interviews (SZYMANSKI, 2011) for data production and in the analysis, the “núcleos de significação” (AGUIAR & OZELLA, 2006, 2013). The results showed that giving visibility to successful work and creating space to discuss the school reality enabled the enhancement of educators, the collective thinking of the impediments that others followed in a similar direction, and also tried to overcome the dichotomy between theory and practice in order to achieve praxis.
publishDate 2014
dc.date.none.fl_str_mv 2014-10-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo Avaliado pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/171
10.14212/veras.vol4.n2.ano2014.art171
url http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/171
identifier_str_mv 10.14212/veras.vol4.n2.ano2014.art171
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://site.veracruz.edu.br:8087/instituto/revistaveras/index.php/revistaveras/article/view/171/131
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 Vera Cruz
publisher.none.fl_str_mv Vera Cruz
dc.source.none.fl_str_mv Veras; v. 4, n. 2 (2014); 145-163
2236-5729
10.14212/veras.vol4.n2.ano2014
reponame:Revista Veras
instname:Instituto Superior de Educação Vera Cruz (VeraCruz)
instacron:VERACRUZ
instname_str Instituto Superior de Educação Vera Cruz (VeraCruz)
instacron_str VERACRUZ
institution VERACRUZ
reponame_str Revista Veras
collection Revista Veras
repository.name.fl_str_mv
repository.mail.fl_str_mv
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