Research and teaching formation: possibilities of self-confrontation
The purpose of this article is to defend that self-confrontation, under the criticism and self-criticism mediation, can promote research and teacher formation, favoring the transformation of teaching practice and, possibly, school reality. The theoretical-methodological axis is based on historical-d...
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oai:periodicos.ufrn.br:article-214282021-03-31T16:53:26Z Research and teaching formation: possibilities of self-confrontation Investigación y formación docente: posibilidades de confrontación personal Pesquisa e formação docente: possibilidades da autoconfrontação Cosme de Carvalho, Maria Vilani Junqueira de Aguiar, Wanda Maria Antonio Alfredo, Raquel Pesquisa e formação docente. Autoconfrontação. Prática docente. Vida cotidiana. Research and teacher formation. Self-confrontation. Teaching practice. Daily life. Investigación y formación de profesores. Auto-confrontación. Práctica de la enseñanza. La vida cotidiana. The purpose of this article is to defend that self-confrontation, under the criticism and self-criticism mediation, can promote research and teacher formation, favoring the transformation of teaching practice and, possibly, school reality. The theoretical-methodological axis is based on historical-dialectic materialism, with emphasis on the singularity, particularity and universality categories; on the concept of daily life and on the methodological procedure of self-confrontation, this not restricted to the descriptive production of teaching practice. We conclude that we can carry out both the production process of research and the formation and transformation of teaching practice, promoting the encounter of the teacher with his own practice, under the purpose of constituting a new context. El objetivo de este artículo es defender que la auto-confrontación, bajo la mediación de la crítica y la autocrítica, puede promover la investigación y la formación de los profesores, favoreciendo la transformación de la práctica docente y posiblemente de la realidad escolar. El eje teórico-metodológico se basa en el materialismo histórico-dialéctico, con énfasis en las categorías de singularidad, particularidad y universalidad; en el concepto de vida cotidiana y en el procedimiento metodológico de autoconfrontación, que no se limita a la producción descriptiva de la práctica docente. Se concluye que podemos llevar a cabo tanto el proceso de producción de la investigación como el de formación y transformación de la práctica docente, promoviendo el encuentro del profesor con su propia práctica, con el fin de constituir un nuevo contexto. O objetivo deste artigo é defender que a autoconfrontação, sob a mediação da crítica e da autocrítica, pode promover a pesquisa e a formação docente, favorecendo a transformação da prática docente e possivelmente da realidade escolar. O eixo teórico-metodológico é fundamentado no materialismo histórico-dialético, com destaque às categorias singularidade, particularidade e universalidade; ao conceito de vida cotidiana e ao procedimento metodológico da autoconfrontação, este não restrito à produção descritiva da prática docente. Conclui-se que podemos realizar tanto o processo de produção da pesquisa quanto o de formação e de transformação da prática docente, promovendo o encontro do docente com sua própria prática, sob a finalidade de se constituir um novo contexto. Portal de Periódicos Eletrônicos da UFRN 2020-10-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/21428 Revista Educação em Questão; v. 58 n. 58 (2020): out./dez. 2020 1981-1802 0102-7735 10.21680/1981-1802.2020v58n58 por https://periodicos.ufrn.br/educacaoemquestao/article/view/21428/13366 |
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Periódicos UFRN |
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Portal de Pediódicos Eletrônicos da UFRN |
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por |
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Online |
author |
Cosme de Carvalho, Maria Vilani Junqueira de Aguiar, Wanda Maria Antonio Alfredo, Raquel |
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Cosme de Carvalho, Maria Vilani Junqueira de Aguiar, Wanda Maria Antonio Alfredo, Raquel Research and teaching formation: possibilities of self-confrontation |
author_facet |
Cosme de Carvalho, Maria Vilani Junqueira de Aguiar, Wanda Maria Antonio Alfredo, Raquel |
author_sort |
Cosme de Carvalho, Maria Vilani |
title |
Research and teaching formation: possibilities of self-confrontation |
title_short |
Research and teaching formation: possibilities of self-confrontation |
title_full |
Research and teaching formation: possibilities of self-confrontation |
title_fullStr |
Research and teaching formation: possibilities of self-confrontation |
title_full_unstemmed |
Research and teaching formation: possibilities of self-confrontation |
title_sort |
research and teaching formation: possibilities of self-confrontation |
description |
The purpose of this article is to defend that self-confrontation, under the criticism and self-criticism mediation, can promote research and teacher formation, favoring the transformation of teaching practice and, possibly, school reality. The theoretical-methodological axis is based on historical-dialectic materialism, with emphasis on the singularity, particularity and universality categories; on the concept of daily life and on the methodological procedure of self-confrontation, this not restricted to the descriptive production of teaching practice. We conclude that we can carry out both the production process of research and the formation and transformation of teaching practice, promoting the encounter of the teacher with his own practice, under the purpose of constituting a new context. |
publisher |
Portal de Periódicos Eletrônicos da UFRN |
publishDate |
2020 |
url |
https://periodicos.ufrn.br/educacaoemquestao/article/view/21428 |
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