Entre o sistema e o mundo da vida: possibilidades de ação comunicativa na trajetória formativa de professores de Ciências
This study aimed at both identifying possibilities of communicative action that occur in the formative trajectory of Science teachers, and therefore collaborate in the discussion on the rationality approach that supports teacher education. Therefore, we hope to contribute for the construction of a f...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2010 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/134492 |
| Acceso en línea: | http://periodicos.uesb.br/index.php/praxis/article/view/433 http://hdl.handle.net/11449/134492 |
| Access Level: | acceso abierto |
| Palabra clave: | Teachers education Communicative action Theory proposed by Habermas Formação docente Ação comunicativa Teoria da ação Comunicativa de Habermas |
| Sumario: | This study aimed at both identifying possibilities of communicative action that occur in the formative trajectory of Science teachers, and therefore collaborate in the discussion on the rationality approach that supports teacher education. Therefore, we hope to contribute for the construction of a formative model that encourages human emancipation. For this purpose, we draw concepts from Communicative Action Theory proposed by Jürgen Habermas. Data were obtained by half-structuralized interviews. Although strategic actions predominate among those used by teachers during their education period, we observed some tension focus could be identified, better recognized and built up in order to enlarge possibilities of increasing communicative actions in teacher education. We identified political and epistemological factors as obstacles for these possibilities to materialize. |
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