Loading...
Publication
Intergeracionalidade e docência: algumas reflexões
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 606.96 KB | Adobe PDF |
Advisor(s)
Abstract(s)
A integeracionalidade está presente no âmbito dos espaços formais e informais de educação, notadamente
nas relações entre discentes e docentes. Entretanto, no presente artigo, voltamo-nos para seu reconhecimento nas relações entre docentes em suas diferentes fases do ciclo de vida profissional. Partimos da compreensão do termo geração para relacionarmos a intergeracionalidade às modalidades de transmissão de saberes, em coexistência pacífica ou conflituosa, na construção identitária profissional dos/as docentes. Ancoramos-nos nas produções de Claudine Attias-Donfut (1988, 1991), Saez Carrerras (2002), Dumazedier (2002), Ferrigno (2010), Freire (1983, 1996), Huberman (2000), Mannheim (1982) e Ramos (2005, 2012, 2013). Reconhecê-la em nosso cotidiano no exercício da docência, requer desconstruirmos verdades estanques e padronizantes para nos abrirmos ao que Paulo Freire nos provocou ao longo de suas obras e de sua vida: à abertura à diversidade e alteridade, à mudança, ao diálogo, a assumimos uma postura dialógica junto aos nossos pares em tempos de vida pessoal e profissional diferentes e diversos.
Intergenerationality is present within the scope of systematic and unsystematic educational spaces., especially in relations between students and teachers. However, in this article, we turn to its recognition of relations between teachers in different phases of their professional life cycle. We start by understanding the term generation to relate intergenerationality to the styles of knowledge transmission, in peaceful or conflictive coexistence, in professional identity construction of teachers. Our base is in the productions of Claudine Attias-Donfut (1988), Dumazedier (2002), Ferrigno (2010), Freire (1996), Huberman (2000), Mannheim (1982) and Ramos (2014). Recognizing it in our daily teaching practice requires deconstruction of watertight and staunch truths in order to open ourselves up to what Paulo Freire has provoked throughout his works and his life: to dialogue, take a dialogical stance with our peers at differentl and diverse times in personal and professional liveslife.
Intergenerationality is present within the scope of systematic and unsystematic educational spaces., especially in relations between students and teachers. However, in this article, we turn to its recognition of relations between teachers in different phases of their professional life cycle. We start by understanding the term generation to relate intergenerationality to the styles of knowledge transmission, in peaceful or conflictive coexistence, in professional identity construction of teachers. Our base is in the productions of Claudine Attias-Donfut (1988), Dumazedier (2002), Ferrigno (2010), Freire (1996), Huberman (2000), Mannheim (1982) and Ramos (2014). Recognizing it in our daily teaching practice requires deconstruction of watertight and staunch truths in order to open ourselves up to what Paulo Freire has provoked throughout his works and his life: to dialogue, take a dialogical stance with our peers at differentl and diverse times in personal and professional liveslife.
Description
Keywords
Integeracionalidade Docência Ciclo da vida profissional Coeducação Intergenerationality Teaching Professional life cycle Coeducation