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: Charlot , Bernard, Sasset Zanette, Carla Roberta, Nilda Stecanela, Nilda
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/29415
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spelling oai:periodicos.ufrn.br:article-294152022-08-04T13:16:19Z The teacher’s relationship with knowledge and with teaching La relación de un profesor con sabre y enseñanza A relação do docente com o saber e com o ensinar Charlot , Bernard Sasset Zanette, Carla Roberta Nilda Stecanela, Nilda Docente Aprendizagem Relação com o saber Relação com o ensinar Teacher Learning Relationship with knowledge Relationship with teaching Profesor Aprendizaje Relación con el conocimiento Relación con la enseñanza 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. Este estudio se une al campo de investigación sobre la noción de la relación con el conocimiento, desarrollado por Charlot (2000) y su equipo de investigación. Las problematizaciones se centran en comprender los significados atribuidos por los profesores de lengua portuguesa que trabajan en Educación Básica al proceso de enseñanza, evocando sus deseos, miedos y percepciones. Como procedimiento metodológico, se realizó una investigación de campo, utilizando un instrumento con preguntas abiertas. De estos surgieron narraciones didácticas, que fueron analizadas e interpretadas bajo el sesgo de Moraes (2003) Textual Discursive Analysis. De este proceso, surgieron dos categorías: a) el maestro y la pasión por enseñar y aprender; b) enseñanza de la lengua portuguesa: el arte de modelar palabras. En este sentido, los resultados obtenidos muestran que comprender la relación del profesor con la enseñanza presupone comprender la relación con el conocimiento, en sus diferentes dimensiones. Este estudo filia-se ao campo de investigação sobre a noção da relação com o saber, desenvolvida por Charlot (2000) e sua equipe de pesquisa. As problematizações têm como foco compreender os sentidos atribuídos pelos docentes de Língua Portuguesa que atuam na Educação Básica ao processo de ensinar, evocando seus desejos, medos, percepções. Como procedimento metodológico, foi realizada pesquisa de campo, utilizando um instrumento com questões abertas. A partir dessas, emergiram narrativas docentes, que foram analisadas e interpretadas sob o viés da Análise Textual Discursiva de Moraes (2003). Desse processo, surgiram duas categorias: a) o professor e a paixão de ensinar e de aprender; b) ensinar Língua Portuguesa: a arte de modelar as palavras. Nesse sentido, os resultados obtidos evidenciam que compreender a relação do docente com o ensinar pressupõe entender a relação com o saber, em suas diferentes dimensões. Portal de Periódicos Eletrônicos da UFRN 2022-08-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/29415 Revista Educação em Questão; v. 60 n. 64 (2022): abr./jun. 2022 1981-1802 0102-7735 10.21680/1981-1802.2022v60n63 por https://periodicos.ufrn.br/educacaoemquestao/article/view/29415/16004 Copyright (c) 2022 Revista Educação em Questão http://creativecommons.org/licenses/by-nc-sa/4.0
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Charlot , Bernard
Sasset Zanette, Carla Roberta
Nilda Stecanela, Nilda
spellingShingle Charlot , Bernard
Sasset Zanette, Carla Roberta
Nilda Stecanela, Nilda
The teacher’s relationship with knowledge and with teaching
author_facet Charlot , Bernard
Sasset Zanette, Carla Roberta
Nilda Stecanela, Nilda
author_sort Charlot , Bernard
title The teacher’s relationship with knowledge and with teaching
title_short The teacher’s relationship with knowledge and with teaching
title_full The teacher’s relationship with knowledge and with teaching
title_fullStr The teacher’s relationship with knowledge and with teaching
title_full_unstemmed The teacher’s relationship with knowledge and with teaching
title_sort teacher’s relationship with knowledge and with teaching
description 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.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2022
url https://periodicos.ufrn.br/educacaoemquestao/article/view/29415
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