Continuing education of teachers "in" and "to" work: issues and reflections from the critical theory of society
This essay reflects upon the need for continuing teacher training an agreed-upon subject within the academic conversation and policy formulation. Some considerations are pursued in the literature regarding the teacher education that occurs in and to work; subsequently, the notion of a training that...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
| Repositorio: | Revista Brasileira de Estudos Pedagógicos (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs3.inep:article/3289 |
| Acceso en línea: | https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3289 |
| Access Level: | acceso abierto |
| Palabra clave: | teacher training teaching work continuing education. formación continuada formación docente trabajo docente. formação continuada formação docente trabalho docente. |
| Sumario: | This essay reflects upon the need for continuing teacher training an agreed-upon subject within the academic conversation and policy formulation. Some considerations are pursued in the literature regarding the teacher education that occurs in and to work; subsequently, the notion of a training that is based on the theory of society is proposed, specifically from Theodor Adorno’s constructions. It is emphasized that teacher training as presented is a pseudo-formative experience, since it has in its genesis a heteronomic sense, which keeps the subjects from an education in its wider sense. |
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