O Professor e as Mil Maneiras de Fazer no Cotidiano Escolar
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Data
2008-07-22
Autores
Sarti, Flávia Medeiros [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este artigo discute as maneiras pelas quais os professores relacionam-se com discursos que propõem inovações para a docência. Partindo das considerações de Michel de Certeau acerca das práticas de consumo cultural, questiona-se o caráter “reacionário” geralmente atribuído às práticas pedagógicas docentes, em oposição ao teor “revolucionário” que costuma ser associado aos discursos acadêmico-educacionais. O tema é discutido a partir de dados reunidos no âmbito de uma investigação etnográfica que focalizou as práticas de leitura realizadas por professoras no interior de um programa de formação continuada. Os resultados daquele estudo ressaltam a existência de especificidades na cultura do magistério que se fazem presentes nas maneiras pelas quais os professores concebem a docência e a (re)inventam no cotidiano escolar. A consideração de tais aspectos possibilita identificar certos limites para a atuação da universidade na inovação das práticas pedagógicas e no movimento atualmente em curso de profissionalização do magistério. A universidade é desafiada, pois, a criar novas formas de relacionar-se com os professores e de atuar em seu desenvolvimento profissional.
This article discusses the ways for which the teachers link themselves with speeches that propose innovations for the teaching. Beginning from the considerations of Michel de Certeau concerning the practices of cultural consumption, the reactionary character, generally attributed to the educational pedagogic practices, is questioned in opposition to the revolutionary tenor that is usually associated to the academic-education speeches. The theme is discussed starting from data gathered in the extent of an ethnographic investigation that focused the reading practices accomplished by teachers inside a program of continuous formation. The results of that study emphasize the existence of specificities in the teaching culture that can be noticed in the ways the teachers conceive the teaching and (re)invent it in the school daily life. The consideration of such aspects makes possible to identify certain limits for the performance of the university in the innovation of the pedagogic practices and in the movement, now in course, of the teaching professionalization. The university is challenged, therefore, to create new forms of relating with the teachers and of acting in his/her professional development.
This article discusses the ways for which the teachers link themselves with speeches that propose innovations for the teaching. Beginning from the considerations of Michel de Certeau concerning the practices of cultural consumption, the reactionary character, generally attributed to the educational pedagogic practices, is questioned in opposition to the revolutionary tenor that is usually associated to the academic-education speeches. The theme is discussed starting from data gathered in the extent of an ethnographic investigation that focused the reading practices accomplished by teachers inside a program of continuous formation. The results of that study emphasize the existence of specificities in the teaching culture that can be noticed in the ways the teachers conceive the teaching and (re)invent it in the school daily life. The consideration of such aspects makes possible to identify certain limits for the performance of the university in the innovation of the pedagogic practices and in the movement, now in course, of the teaching professionalization. The university is challenged, therefore, to create new forms of relating with the teachers and of acting in his/her professional development.
Descrição
Palavras-chave
Práticas docentes, cotidiano, inovações pedagógicas
Como citar
Educação: Teoria e Prática, v. 18, n. 30, 2008, p. 47.