Reflections on the social function of the university professor
In this article, we approached the issues considered crucial for teacher training, starting at the habitual ideas and behaviors in education. The comparison of aspects which support the teacher’s social role is established based on History, specifically on the medieval origins of the university. The...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/11813 |
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| Resumo: | In this article, we approached the issues considered crucial for teacher training, starting at the habitual ideas and behaviors in education. The comparison of aspects which support the teacher’s social role is established based on History, specifically on the medieval origins of the university. The main purpose is to highlight the notion that discipline include effort and responsibility, that are essential features for training as well as make part of a knowledge that a teacher needs for his performance. We follow the principles theoretical and methodological of Social History, particularly the Marc Bloch’s concept of fundamentum and the perspective of long-term developed by Fernand Braudel. We understand that one of results of division (or ranking) between theory and practice is the fragility of knowledge, harmful to education at all levels, once we act by using the knowledge we have. |
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