Leituras profissionais docentes e apropriação de saberes acadêmico-educacionais
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Data
2007-08-01
Autores
Sarti, Flavia Medeiros [UNESP]
Bueno, Belmira Oliveira
Título da Revista
ISSN da Revista
Título de Volume
Editor
Fundação Carlos Chagas
Resumo
O artigo focaliza processos relacionados ao movimento atual de universitarizaçãoda docência, procurando caracterizar modos pelos quais professoras das quatro primeiras séries do ensino fundamental leram e se apropriaram de textos acadêmico-educacionais em um contexto de educação continuada. As análises apresentadas foram elaboradas no âmbito de uma investigação etnográfica, realizada em dois pólos do Programa de Educação Continuada - PEC - Formação Universitária (São Paulo). Observou-se que a atuação de diversos dispositivos em tais contextos, assim como nos textos lidos, favoreceu a instauração de um novo padrão de leituraentre as professoras. As posturas e os procedimentos por elas assumidos, por sua vez, sugeriram a existência de uma leitura profissional propriamente docente, caracterizada entre outros aspectos por uma racionalidade prática que possibilitava às professoras subvertera ordem dos discursos presente nos textos. A centralidade dossaberes e interesses práticos das docentes para a configuração de suas leituras de caráter profissional reafirma a importância da cultura pedagógica compartilhada no magistério como fonte de conhecimentos mais pertinentes para o ensino e como eixo da formação docente.
The article focus on processes related to the current movement towards teaching universitarization, seeking to characterize the modes by which first to four grade teachers read academic-educational texts and got hold of them, within a continuing education context. An ethnographic approach was adopted and the data were collected in two poles of the Continuing Education Program - PEC - University Education (São Paulo, Brazil). It has been observed that the role of several mechanisms within such contexts, as well as the texts read, favoured the implementation of a new reading pattern among the teachers. on the other hand, the attitudes and procedures adopted by them suggested the existence of a professional reading peculiar to teachers, characterized, among other aspects, by a practical rationality which enabled teachers to subvert the order of the discourses in the texts. The centrality of the knowledge and practical interests of the teachers for the configuration of their professional readings reaffirm the importance of the pedagogical culture shared in the teaching profession both as a source of knowledge more appropriate for teaching and as the core for teacher education.
The article focus on processes related to the current movement towards teaching universitarization, seeking to characterize the modes by which first to four grade teachers read academic-educational texts and got hold of them, within a continuing education context. An ethnographic approach was adopted and the data were collected in two poles of the Continuing Education Program - PEC - University Education (São Paulo, Brazil). It has been observed that the role of several mechanisms within such contexts, as well as the texts read, favoured the implementation of a new reading pattern among the teachers. on the other hand, the attitudes and procedures adopted by them suggested the existence of a professional reading peculiar to teachers, characterized, among other aspects, by a practical rationality which enabled teachers to subvert the order of the discourses in the texts. The centrality of the knowledge and practical interests of the teachers for the configuration of their professional readings reaffirm the importance of the pedagogical culture shared in the teaching profession both as a source of knowledge more appropriate for teaching and as the core for teacher education.
Descrição
Palavras-chave
FORMAÇÃO DE PROFESSORES, PROFESSORES, LEITURA, ENSINO FUNDAMENTAL, TEACHER EDUCATION, TEACHERS, READING, ELEMENTARY SCHOOL
Como citar
Cadernos de Pesquisa. Fundação Carlos Chagas, v. 37, n. 131, p. 455-479, 2007.