Creation and crystallization in the dialectic of teaching and learning: the meanings that teachers give to their pedagogical practices
DOI:
https://doi.org/10.7322/jhgd.19781Keywords:
Pedagogic activity, Creation activity, Production of meaningsAbstract
This article discusses how teachers give meaning to their pedagogical activities. The discussion is based on a research study developed with teachers of grades 1 to 4 of public elementary schools and also on an analysis of the process of creation and crystallization that constitutes this pedagogic activity. Based on the contributions of the dialectical historical materialism and making use of Sartre's theory as an ontological basis, it is observed that this "pedagogic activity" becomes "creative activity" not in its own integrity, but in the dialectic of the "creation-crystallization" process.References
Vygotsky LS. Obras escogidas II. Madrid: Visor Distribuciones; 1992. Pensamiento y palabra. p.287-348.
Nóvoa A, coordenador. Os professores e a sua formação. Lisboa: Dom Quixote; 1995.
Lelis IA. A formação da professora primária: da denúncia ao anúncio. São Paulo: Cortez/Autores Associados; 1989.
Carvalho M. Formação de professores e trabalho docente. In: Ferro MAB, organizador. Educação: saberes e práticas. Teresina: EDUFPI; 2002.
Basso IS. Significado e sentido do trabalho docente. Cad CEDES. 1998;19(44):19-32.
Sawaia BB. Comunidade como ética e estética de existência: uma reflexão mediada pelo conceito de identidade. Psyche (São Paulo). 1999;8(1):19-25.
Sartre JP. Esboço de uma teoria das emoções. Rio de Janeiro: Zahar; 1965.
Maheirie K. Processo de criação no fazer musical: uma objetivação da subjetividade, a partir dos trabalhos de Sartre e Vygotsky. Psicol Estud. 2003;8(2):147-53.
Vasconcelos GAN, organizador. Como me fiz professora. Rio de Janeiro: DP&A; 2003.
Mignot ACV, Cunha MTS. Práticas de memórias docente. São Paulo: Cortez; 2003.
Fontana RC. A constituição social da subjetividade: notas sobre Central do Brasil. Educ Soc. 2000;21(71):221-34.
Fontana RC. Trabalho e subjetividade: nos rituais da iniciação a constituição do ser professora. Cad CEDES. 2000;20(50):103-19.
Zanella AV. Relações sociais em sala de aula: reflexões à luz da psicologia histórico-cultural. In: Anais do III Congresso Nacional de Reorientação Curricular; 2002 jul 05-07;Blumenau, Brasil. Blumenau (SC): Prefeitura Municipal/Edifurb; 2002. p. 47-50.
Vygostsky LS. La imaginación y el arte en la infancia. Madrid: Akai; 1990.
Zanella AV, Balbinot G, Pereira RS. Recriar a(na) renda de bilro: analisando a nova trama tecida. Psicol Reflex Crit. 2000;13(3):539-47.
Sartre JP. Questão de método. São Paulo: Abril Cultural; 1978.
Franco MLPB. Ensino médio: desafios e reflexões. Campinas: Papirus; 1994.
Ruiz-Olabuénaga JI. Metodología de lainvestigación cualitativa. Bilbao: Universidad de Deusto; 1999.
Zanella AV, Ros SZ. O lugar social do professorem sala de aula: questões a considerar em sua formação. In: Anais do IV Seminário de Pesquisa em Educação da Região Sul (ANPED)[CD-ROM]; 2002 nov 26-29; Florianópolis, Brasil. Florianópolis(SC): UFSC/NUP; 2002.
Sartre JP. Sartre no Brasil: a conferência de Araraquara. Rio de Janeiro: Paz e Terra; São Paulo: UNESP; 1960.
Andaló CSA. Fala, professora!: repensando o aperfeiçoamento docente. Petrópolis: Vozes; 1995.
Sawaia BB. Dimensão ético-afetiva do adoecer da classe trabalhadora. In: Lane STM, Sawaia BB, organizadores. Novas veredas da psicologia social. São Paulo: Brasiliense/EDUC; 1995.
Downloads
Published
Issue
Section
License
CODE OF CONDUCT FOR JOURNAL PUBLISHERS
Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:
- Follow this code, and encourage the editors they work with to follow the COPE Code of Conduct for Journal Edi- tors (http://publicationethics.org/files/u2/New_Code.pdf)
- Ensure the editors and journals they work with are aware of what their membership of COPE provides and en- tails
- Provide reasonable practical support to editors so that they can follow the COPE Code of Conduct for Journal Editors (http://publicationethics.org/files/u2/New_Code.pdf_)
Publishers should:
- Define the relationship between publisher, editor and other parties in a contract
- Respect privacy (for example, for research participants, for authors, for peer reviewers)
- Protect intellectual property and copyright
- Foster editorial independence
Publishers should work with journal editors to:
- Set journal policies appropriately and aim to meet those policies, particularly with respect to:
– Editorial independence
– Research ethics, including confidentiality, consent, and the special requirements for human and animal research
– Authorship
– Transparency and integrity (for example, conflicts of interest, research funding, reporting standards
– Peer review and the role of the editorial team beyond that of the journal editor
– Appeals and complaints
- Communicate journal policies (for example, to authors, readers, peer reviewers)
- Review journal policies periodically, particularly with respect to new recommendations from the COPE
- Code of Conduct for Editors and the COPE Best Practice Guidelines
- Maintain the integrity of the academic record
- Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
- Publish corrections, clarifications, and retractions
- Publish content on a timely basis