The Relationship Between Theory and Practice in Science Teacher Education: A Historical-Dialectical Materialist Analysis in the Light of Freire's Authentic Praxis
Understanding teaching praxis involves also understanding the implicit dialectic of the educational act. Seeking understanding from the perspective of praxiological dimensions, in which teaching practices are located, we chose to study the teaching profession aiming to explore the limits and possibi...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC) |
| Repositorio: | Revista Brasileira de Pesquisa em Educação em Ciências (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/33662 |
| Acceso en línea: | https://periodicos.ufmg.br/index.php/rbpec/article/view/33662 |
| Access Level: | acceso abierto |
| Palabra clave: | Marxismo Paulo Freire Trabalho Docente Marxism Teaching Work |
| Sumario: | Understanding teaching praxis involves also understanding the implicit dialectic of the educational act. Seeking understanding from the perspective of praxiological dimensions, in which teaching practices are located, we chose to study the teaching profession aiming to explore the limits and possibilities of education among science teachers in training in the web of public schools in the state of São Paulo, Brazil. In terms of practice, we used participant observation and structured interviews, and, in terms of theory, we used the concept of praxis in Marx as a starting analytical category, stemming from praxiological dimensions in Lefebvre and Vázquez until the authentic praxis of Freire. Such dimensions of praxis were described using structurants (subjects, contexts and processes) and their respective variations, as well as Freire's levels of awareness about theory-practice in teaching. Results showed that the dimension of teaching praxis, in which teacher are, depends on the dialectical movement of structurers related to the levels of awareness about the teaching practice. They also suggested that this may be closer to the dimension of inversion, transition or authenticity of the praxis. This research provided a theoretical foundation for structuring the teaching praxis and its nuances, focusing on the investigated teachers and their own epistemological and pedagogical views. |
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