TEACHERS' MEANING ABOUT PEDAGOGICAL PRACTICE IN THE FIRST YEAR OF ELEMENTARY SCHOOL: A PHENOMENOLOGICAL APPROACH
This paper is a component of discussions about the pedagogical practice in the initial years and it aims to analyze the meanings attributed to the pedagogical practice, by teachers, of the first year of elementary school. The methodological basis is justified in Alfred Schutz's Phenomenology du...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | Brasil |
| Institution: | Universidade do Estado da Bahia (UNEB) |
| Repository: | Cenas Educacionais |
| Language: | Portuguese English |
| OAI Identifier: | oai:revistas.uneb.br:article/10863 |
| Online Access: | https://www.revistas.uneb.br/cenaseducacionais/article/view/10863 |
| Access Level: | Open access |
| Keyword: | Elementary school Sociological phenomenology Pedagogical practice Enseñanza primaria Fenomenologia sociológica Práctica pedagógica Ensino fundamental Prática pedagógica |
| Summary: | This paper is a component of discussions about the pedagogical practice in the initial years and it aims to analyze the meanings attributed to the pedagogical practice, by teachers, of the first year of elementary school. The methodological basis is justified in Alfred Schutz's Phenomenology due to the assumption that the pedagogical practice is permeated by meanings that emerge from the relation among the interviewees and the world and guides the teachers' pedagogical action in school. The study was conducted in the city of Vitória da Conquista, Bahia, and the semi structured interview has been used with teachers that work in the first year of elementary school. The Content Analysis has been used to analyze the data. The meanings about pedagogical practice express a concern related to teaching and learning. The act of teaching proposes to overcome the learning difficulties based on the exchange of experiences achieved through the partnership among teachers, pedagogical staff, family and students. It is concluded that the relationship with one another becomes an important element of the teachers' knowing/doing, being structured by terms of experiences that are significantly consolidated in the world of school's life. |
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