Formação de professores entretecida por práticas de rememorações benjaminianas
Bibliographic Data
| ID | 5154441 |
|---|---|
| Authors | Cyntia Simioni França (0000-0002-1812-3696, Universidade Estadual do Paraná, corresponding author) |
| Year | 2019 |
| Volume | 14 |
| Issue | 2 |
| Pages | 699-715 |
| Publication date | 2019-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Praxis Educativa (JOURNAL) |
| Journal identifiers | ISSN: 1809-4031 • E-ISSN: 1809-4309 |
| Publisher | Universidade Estadual de Ponta Grossa (UEPG) (PUBLISHER) |
| DOI | 10.5212/praxeduc.v.14n2.016 |
| OpenAlex | W2947510452 |
| Language | PT |
| References cited | 1 |
This paper is a doctoral level research cutoff that was unfolded in an action research of teacher training with public school teachers of Basic Education, in the city of Londrina, in the state of Paraná, Brazil. The work carried out involved practices of memories and narratives for movements to strengthen the human dimension of teachers, the (re)signification of teaching, the perception of the present and the search for another future. In order to develop this formative project, the work Odisseia, by Homer, was the means of reflection that potentiated the remembering of the teachers. Such remembrance enabled the production of singular chronicles of teachers, which capitalist modernity (BENJAMIN, 2007; GIDDENS, 1991) has sought to silence, as well as to erase the singularities of the subjects. In this sense, we start from the lived experiences of the teachers, following the perspective of aesthetic rationality (MATOS, 1989; GALZERANI, 2008, 2013) and we search for gaps to operate against the grain of instrumental rationalist models (CONTRERAS, 1994) of teacher training. Keywords: Remembrance. Narratives. Teacher training
Art · Epistemology · Formative assessment · Humanities · Literature · Modernity · Narrative · Narrative inquiry · Pedagogy · Perception · Sociology · Arts and Performance Studies · Cultural, Media, and Literary Studies · Education Pedagogy and Practices · Philosophy
| Citation velocity | historical |
|---|---|
| Highly cited | No |