Meanings of the pedagogical practice in the Brazilian production on the initial education of science teachers (2000-2010)
DOI:
https://doi.org/10.1590/S1517-97022014061274Abstract
In this work, we propose an analytical framework to characterize the meanings of practice constructed in teacher education research, analyzing the production in science teacher education in Brazil. Our research is founded on the perspective that the context of scientific research on teacher education constructs meanings, which are reproduced and reinterpreted in school everyday, in the training pathways of science teachers and undergraduates, in the notions of success and failure in schools. Therefore, our work has the potential to contribute to understanding how views about teachers in training and about their practice are structured. Using the models of action proposed by Jürgen Habermas, we develop an analysis of how the object of study pedagogical practice is constructed in the articles published in nationalQualis A journals of science education in the period 2000-2010. The results of our analyzes indicate that there is a tendency to understand practice as a strategic action aimed at the world of school objects, its methods and materials. Practice as communicative action, which aims at the school as belonging simultaneously to the objective, dramatic world and to the world of standards, is substantially present in the becomings of the educational practice.Downloads
Download data is not yet available.
Downloads
Published
2014-06-01
Issue
Section
Articles
License
Authors assume exclusive responsibility for the concepts expressed in their articles, which do not necessarily reflect the journal’s opinion.
Permission to photocopy all or part of the material published in the journal is granted provided that the original source of publication be assigned.
How to Cite
Meanings of the pedagogical practice in the Brazilian production on the initial education of science teachers (2000-2010) . (2014). Educação E Pesquisa, 40(2), 415-434. https://doi.org/10.1590/S1517-97022014061274