O professor e seu desenvolvimento profissional: Superando a concepção do algoz incompetente
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Data
1998-04-01
Autores
Dias-da-Silva, Maria Helena Galvão Frem [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Centro de Estudos Educação e Sociedade (CEDES)
Resumo
A crítica ao modelo de racionalidade técnica e a emergência da abordagem crítico-reflexiva possibilitaram o reconhecimento da importância do professor e seu desenvolvimento profissional como variável decisiva para a compreensão do fenômeno educativo. Apesar disso, no Brasil ainda persistem análises que explicitam os professores como eternos bodes expiatórios, ao invés de compreender a cultura docente em ação e seu papel para a transformação da escola. Este trabalho procura mostrar, recorrendo a pesquisas realizadas pela autora e equipe de pesquisadores, a necessidade de conceber os professores como gestores de dilemas sujeitos de um fazer e um saber que precisam ser analisados à luz de seu desenvolvimento profissional, mediado pelas condições de trabalho, valores e contexto social. Tal concepção é decisiva para qualquer tentativa conseqüente de transformação da escola.
The criticism to the model of technical rationality and the emergence of the reflective critical approach enable the recognition of the importance of the teacher and his professional development as a decisive variant to the comprehension of the educative phenomenon. However, in Brazil we witness analysis which portrait teachers as eternal scapegoats, instead of understanding a teaching culture in action and its role to the school transformation. This paper tries to show, according to researches done by the author and a group of researchers in Araraquara - SP, the need for conceiving the teachers as dilemma managers. They have to be considered as subjects of practice and knowledge who need to be analysed according to their professional development, which are interposed by their work conditions, values and social context. This conception is decisive to any consequent attempt of transforming the school.
The criticism to the model of technical rationality and the emergence of the reflective critical approach enable the recognition of the importance of the teacher and his professional development as a decisive variant to the comprehension of the educative phenomenon. However, in Brazil we witness analysis which portrait teachers as eternal scapegoats, instead of understanding a teaching culture in action and its role to the school transformation. This paper tries to show, according to researches done by the author and a group of researchers in Araraquara - SP, the need for conceiving the teachers as dilemma managers. They have to be considered as subjects of practice and knowledge who need to be analysed according to their professional development, which are interposed by their work conditions, values and social context. This conception is decisive to any consequent attempt of transforming the school.
Descrição
Palavras-chave
Desenvolvimento profissional docente, magistério, saber docente, mudança educacional
Como citar
Cadernos CEDES. Centro de Estudos Educação e Sociedade, v. 19, n. 44, p. 33-45, 1998.