O Professor no Cotidiano Escolar: uma experiência no ensino superior
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Data
2008-07-22
Autores
Tuppy, Maria Isabel Nogueira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O trabalho trata do relato de uma experiência didática, realizada numa disciplina introdutória do curso de Pedagogia. Procura levar à reflexão acerca de como a ação do professor do futuro professor está mais comprometida com a realização dos rituais acadêmicos tradicionais, do que com princípios revolucionários que geram as mudanças efetivas na área educacional (ou social) e como os discursos teóricos incorporados nos conteúdos programáticos, de cursos superiores de formação de professores, se perdem na rotina da sala de aula da própria universidade. O relato busca promover a reflexão acerca da contribuição dos professores universitários na formação de profissionais mais críticos, considerando a incoerência entre a teoria que prega e a prática que assume. Por fim são apresentadas pequenas iniciativas para tentar “transgredir” com o instituído, para romper com as relações de poder existentes nas instituições educacionais. O trabalho traz, em seu bojo, algumas observações registradas pelos alunos que participaram dessa iniciativa.
The work considers a didactic experience narration, accomplished in an introductory discipline from the Pedagogy course. It tries to ponder how the professors of the future teachers´ actions are more related with the traditional academics rituals than with revolutionary principles that generate effective changes in the educational (or social) areas. The text is also concerned with how the incorporated theoretical discourses in the courses plans, but they are lost in the routine of the classroom or in the very University. The narration searches to promote thought about universities professor’s contribution for background of more critical teachers, considering the incoherency between the predicated theory and the actual practice of the professor. At last some minor initiatives are presented to attempt “transgressing” the institutionalized, to shatter with existing power relations in the educational institutions. The work brings, in its core, some observations registered by students who participated on this initiative.
The work considers a didactic experience narration, accomplished in an introductory discipline from the Pedagogy course. It tries to ponder how the professors of the future teachers´ actions are more related with the traditional academics rituals than with revolutionary principles that generate effective changes in the educational (or social) areas. The text is also concerned with how the incorporated theoretical discourses in the courses plans, but they are lost in the routine of the classroom or in the very University. The narration searches to promote thought about universities professor’s contribution for background of more critical teachers, considering the incoherency between the predicated theory and the actual practice of the professor. At last some minor initiatives are presented to attempt “transgressing” the institutionalized, to shatter with existing power relations in the educational institutions. The work brings, in its core, some observations registered by students who participated on this initiative.
Descrição
Palavras-chave
ensino superior, formação docente, métodos ativos de ensino
Como citar
Educação: Teoria e Prática, v. 18, n. 30, 2008, p. 67.