The teacher’s relationship with knowledge and with teaching
This study joins the field of investigation on the notion of the relationship with knowledge, developed by Charlot (2000) and his research team. The problematizations are focused on understanding the meanings attributed by Portuguese language teachers who work in Basic Education to the teaching proc...
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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/29415 |
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| Resumo: | This study joins the field of investigation on the notion of the relationship with knowledge, developed by Charlot (2000) and his research team. The problematizations are focused on understanding the meanings attributed by Portuguese language teachers who work in Basic Education to the teaching process, evoking their desires, fears, perceptions. As a methodological procedure, field research was carried out, using an instrument with open questions. From these, teaching narratives emerged, which were analyzed and interpreted under the bias of Moraes (2003) Textual Discursive Analysis. From this process, two categories emerged: a) the teacher and the passion to teach and learn; b) teaching Portuguese Language: the art of modeling words. In this sense, the results obtained show that understanding the relationship of the teacher with teaching presupposes understanding the relationship with knowledge, in its different dimensions. |
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