Políticas conservadoras e (des)intelectualização da docência

Bibliographic Data

ID3948989
AuthorsMarta Nörnberg (0000-0002-9865-7056, Universidade Federal de Pelotas, corresponding author)
Year2020
Volume15
Pages1-14
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.15.15360.058
OpenAlexW3036342545
LanguagePT
Citations received3
References cited13

This paper deals with the influence of conservative policies in the field of teacher training and its implications in the understanding of education and teaching as public goods. It is assumed that conservative policies produce the teaching desintellectulization. Initially, some theoretical conceptions are discussed in order to understand how the values of neoliberalism and the conservative discourse influence the processes of teacher training through the learning language and the tactics of professionalization and flexibilization. Later, based on studies on a continuous training program of literacy teachers, the processes of teaching (de)intellectualization are discussed. Finally, reflections made on the previous topics to defend teaching as an intellectual and ethical activity are articulated. Keywords: Teacher education. Conservative policies. Teaching

Intellectualization · Literacy · Pedagogy · Political science · Professionalization · Social science · Sociology · Education Pedagogy and Practices · Educational Practices and Policies · Linguistics and Education Research · Psychology

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