"Intellectual? No," expert

Rosilda Dos Santos Morais

doi:10.17648/acta.scientiae.v21isseid5169

Abstract

This paper aims to problematize the concepts of "intellectual" and "expertise and experts" with the purpose of bringing elements to an ongoing debate in research that investigates processes that constitute knowledge in teacher training and teaching. For the discussion, the following guiding question was considered: “Are the concepts “intellectual” and “expert” synonyms?” recurrent demand of the cited researches. The narrative was elaborated based on researches that investigate the evolution of the “intellectual field” as well as researches that analyse constitutive processes of the “sciences field of education”.

Highlights

This paper aims to problematize the concepts of “intellectual” and “expertise and experts” with the purpose of bringing elements to an ongoing debate in research that investigates processes that constitute knowledge in teacher training and teaching
A first one that briefly discusses the evolution of the “intellectual field” in contemporary times – a French case – from the production of Christophe Charle (1985), Naissance des Intellectuels Contemporains (1860-1898)”;5 and another one that addresses “expertise and experts” in education from French, Canadian, Genevian references (Hofstetter, R.; Schneuwly, B.; Freymond, M. & Bos, F., 2017; Veitl, P., 2005; Tochon, 2004; Lang, 2009; Lenoir, 2004; Burke, 2015; Valente 2017)
It is better to place dear concepts in the current GHEMAT-Brazil research. For this question: What do some research on concepts such as “intellectuals” and “experts” say? Can they be characterised as synonyms from these surveys?

Summary

Introduction

This paper aims to problematize the concepts of “intellectual” and “expertise and experts” with the purpose of bringing elements to an ongoing debate in research that investigates processes that constitute knowledge in teacher training and teaching.

Objectives

Results

Conclusion