Abstract
This article reflects upon teacher education as a possibility of collective construction of knowledge to counteract the incoming attempts of imposing unilateral perspectives at public university work in Brazil. We propose that teacher education should be localized and meaningful, going over teaching techniques and class procedures and touching individual reflections upon teaching and local identities. The implementation of this proposal is only possible by offering teachers ampler perspectives on teaching, valuing local identities, traditions, and cultural expressions. We argue in favor of a perspective of education based on three aspects about knowledge: 1. Local production; 2. Unpredictability and instability; 3. Essentiality and dispersion. The expected result is the humanization of the classroom, aspiring to awareness development regarding obligations and rights about citizenship.
Highlights
This article reflects upon teacher education as a valorization of unilateral, homogenizing, and most possibility of collective construction of knowledge to counteract the incoming attempts of imposing unilateral perspectives at public university work in Brazil
As for myself, I shall speak of the paradigm of prudent techniques and procedures, as commonly done in knowledge for a decent life. By this phrasing I wish to teacher training. We emphasize that those techniques signify that the scientific revolution we are undergoing and procedures are not without their importance since today is structurally different from the sixteenth- they meet the expectations of the majority of many century revolution
We can observe the functioning of a concrete context in the report, such as the lack of equipment available for use or desks nailed to the floor, and the functioning of broader contexts, of which values interfere in the classroom, such as students' expectations for traditional learning through copying
Summary
According to Bakhtin (1990), values circulate in contexts. The teacher says it was no use trying to do it all contexts that guide the production of individual and differently if the school structure did not allow it. collective meanings, materializing these values in According to this substituting teacher, classrooms had concrete actions and reactions. We can observe the functioning of a concrete context in the report, such as the lack of equipment available for use or desks nailed to the floor, and the functioning of broader contexts, of which values interfere in the classroom, such as students' expectations for traditional learning through copying These contexts interact with each other, with the teacher and with students, producing distinct meanings for each one of them. There is a general rejection of possibilities for building meaning for the discipline of local values, which come to be identified as old English Language in public grade and high school: the fashioned and unimportant Everyone's eye will be nostalgia of better learning days, the lack of vocational guided towards a horizon of commonsense teachers, the learning of grammar or not, and the homogeneous values, causing blindness in the asymmetry related to the term education.
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