Los saberes y no saberes de profesorado de lengua portuguesa: perspectiva formativa
This study aimed to identify the (non) specific knowledge for the teaching of Portuguese Language of teachers without specific training. It is a research with a qualitative and (auto) biographical approach, being of an exploratory nature, carried out based on life stories. The Biographical Project W...
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| Autores principales: | , |
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| Formato: | Online |
| Lenguaje: | por |
| Publicado: |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/4637 |
| Sumario: | This study aimed to identify the (non) specific knowledge for the teaching of Portuguese Language of teachers without specific training. It is a research with a qualitative and (auto) biographical approach, being of an exploratory nature, carried out based on life stories. The Biographical Project Workshops (PBL) proposed by Delory-Momberger (2014) were used to produce the data. The research corpus is composed of (auto) biographical narratives built in the ABP meetings and we use content analysis as a technique for data analysis. Thus, we show that teachers revealed knowledge and non-knowledge arising from social relationships and their professional training. Still, we note the existence of trajectories marked by different life stories, but that converge in teaching in Portuguese (LP); that these teachers learn in the ways of teaching; that even without having the specific training, they manage to teach. In this way, we perceive the formative processes from the pedagogical perspective present in practice and the revelation of knowledge and non-knowledge for the teaching of Portuguese, which contribute to the construction of teaching learning. |
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