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- Title
TRABALHO PEDAGÓGICO: QUAL DIDÁTICA PARA QUAL TEORIZAÇÃO?
- Authors
LUNARDI PADILHA, ANNA MARIA
- Abstract
Trainers of teachers run the risk of isolating theoretical contributions from their practical consequences and/or of waiting for all practice to be an immediate application of a theory, when disregarding doubts and needs of teachers, claiming that the how of teaching should be left to the autonomy of each professional. Adopting the perspectives of Lev S. Vigotski, with his historical-cultural ideas of human development, of Dermeval Saviani's historical-critical pedagogy and the enunciative-discursive point of view of Mikhail M. Bakhtin, I move, in this text, towards reflecting about the relation between theoretical and methodological aspects of the educational process in the school. Only when students gain conscience of the common concepts already elaborated in their social life experiences can they differentiate them from the scientific concepts that the school will teach them. Only when they know what they know can they raise the level of their knowledge, which will happen if the pedagogical mediation makes sense and moves in that direction. There are still difficulties to overcome for the preparation of activity plans that include, in the daily activities of the school, the guiding theoretical principles. Didactics is not outdated. But it is necessary to answer the question: which didactics for which theorization?
- Subjects
BAKHTIN, M. M. (Mikhail Mikhailovich), 1895-1975; POPULAR education; CRITICAL pedagogy; EDUCATION; SOCIAL interaction
- Publication
Impulso, 2012, Vol 22, Issue 53, p73
- ISSN
0103-7676
- Publication type
Article
- DOI
10.15600/2236-9767/impulso.v22n53p73-82