Teorias acadêmicas e práticas docentes: como consideramos essa relação?
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Data
2022-11-09
Autores
Gasparoto, Meyrielle Aparecida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho buscou identificar perspectivas que se mostram recorrentes na literatura acadêmico-educacional brasileira acerca das relações estabelecidas entre teorias acadêmicas e práticas docentes. Para tanto, foi realizada uma pesquisa de natureza bibliográfica, a partir de artigos acadêmico-científicos disponíveis on-line na plataforma Periódicos CAPES, que foram publicados entre 2017 e 2021 e estavam relacionados ao descritor “relação teoria e prática”. O material foi submetido às etapas da análise de conteúdo, proposta por Laurence Bardin (2016). Como resultados, obteve-se 11 diferentes perspectivas acerca da relação teoria e prática, sendo elas: “Dúvidas sobre a importância da teoria para a prática”, “Negação do valor das teorias em favor das práticas”, “As teorias devem incidir diretamente sobre as práticas dos participantes da pesquisa”, “As teorias são um suporte para as práticas”, “As práticas orientam a formulação de teorias”, “Interação entre teoria e prática”, “As teorias iluminam as práticas”, “Teoria e prática como unidade”, “As teorias fundamentam as práticas”, “Integração entre teoria e prática” e “Prática como oportunidade de mobilizar teorias”. Ao identificar diferentes perspectivas epistemológicas acerca das relações entre teorias acadêmicas e práticas docentes, foi possível problematizar a ideia de que as relações dicotômicas e aplicacionistas seriam as únicas possíveis, colaborando assim para a exploração de relações alternativas, que se mostrem mais férteis para o trabalho e para a formação dos professores.
The present work sought to identify perspectives that are recurrent in the Brazilian academiceducational literature about the relations established between academic theories and teaching practices. To this end, a bibliographic research was carried out, based on academic-scientific articles available online on the Periódicos CAPES platform, which were published between 2017 and 2021 and were related to the descriptor “relation theory and practice”. The material was submitted to the stages of content analysis, proposed by Laurence Bardin (2016). As a result, 11 different perspectives on the relation between theory and practice were obtained, such as: "Questions about the importance of theory for practice", "Denying the value of theories in favor of practices", "Theories should affect research participants' practices directly", "Theories are a support for practices", "Practices guide the formulation of theories", "Interaction between theory and practice", "Theories illuminate practices", "Theory and practice as unit”, “Theories underlie practices”, “Integration between theory and practice” and “Practice as an opportunity to mobilize theories”. By identifying different epistemological perspectives on the relations between academic theories and teaching practices, it was possible to question the idea that dichotomous and applicationist relations would be the only possible ones, thus collaborating for the exploration of alternative relations which prove to be more fertile for work and for teacher training.
The present work sought to identify perspectives that are recurrent in the Brazilian academiceducational literature about the relations established between academic theories and teaching practices. To this end, a bibliographic research was carried out, based on academic-scientific articles available online on the Periódicos CAPES platform, which were published between 2017 and 2021 and were related to the descriptor “relation theory and practice”. The material was submitted to the stages of content analysis, proposed by Laurence Bardin (2016). As a result, 11 different perspectives on the relation between theory and practice were obtained, such as: "Questions about the importance of theory for practice", "Denying the value of theories in favor of practices", "Theories should affect research participants' practices directly", "Theories are a support for practices", "Practices guide the formulation of theories", "Interaction between theory and practice", "Theories illuminate practices", "Theory and practice as unit”, “Theories underlie practices”, “Integration between theory and practice” and “Practice as an opportunity to mobilize theories”. By identifying different epistemological perspectives on the relations between academic theories and teaching practices, it was possible to question the idea that dichotomous and applicationist relations would be the only possible ones, thus collaborating for the exploration of alternative relations which prove to be more fertile for work and for teacher training.
Descrição
Palavras-chave
Docência, Relação teoria-prática, Formação de professores, Teaching, Relation theory and practice, Teacher education