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Abstract(s)
Na sociologia das profissões o conhecimento profissional tem sido entendido como um
dos principais elementos distintivos dos grupos profissionais, e como recurso de poder e
afirmação profissional. A pesquisa a partir da qual se propõe o presente texto, debruça-se
sobre os processos de uso do conhecimento profissional e a representação que os
profissionais – os professores - têm acerca do mesmo. A presente discussão enquadra-se na
problemática do conhecimento profissional dos professores, em particular numa das mais
significativas dicotomias identificadas, a relação entre a teoria e prática profissionais
(Alarcão, 1996; Perrenoud, 2001; Tardiff, 2002; Montero, 2005; Roldão, 2007). Este debate
embora não seja novo mantém-se actual (Ulvik e Smith, 2011). Metodologicamente os
resultados trazidos para a discussão provêm de uma investigação desenvolvida em torno da
prática profissional dos professores em contexto. Tecnicamente centra-se na análise das
entrevistas sobre as situações observadas em contexto profissional, realizadas a 12
professoras do ensino básico de dois agrupamentos de escolas. A ideia de “partilha” revelouse
a mais central e transversal nos discursos, embora se referencie a situações e dinâmicas
muito distintas, variando entre situações formais e informais, em presença ou à distância.
Abstract Professional knowledge has been perceived in the sociology of professions as a distinctive element of professional groups, and as a source of power and professional closure. The research present research dedicated particular attention to the teachers professional knowledge use processes and its representation. This discussion is part of the problem of teachers' professional knowledge, in particular one of the most significant dichotomies identified, the relationship between theory and professional practice (Alarcão, 1996; Perrenoud, 2001; Tardiff, 2002; Montero, 2005; Roldão, 2007). This debate is not new but remains current (Ulvik and Smith, 2011). Methodologically the results discussed resulted from the research carried out with the teachers' in their professional practice in context. Technically analysis focuses on of interviews to 12 teachers of basic education for two groups of schools. From data analyses the idea of "sharing" turned out to be the most central and transversal; referencing to a dynamic and very different situations, ranging from formal and informal situations, in presence or distance.
Abstract Professional knowledge has been perceived in the sociology of professions as a distinctive element of professional groups, and as a source of power and professional closure. The research present research dedicated particular attention to the teachers professional knowledge use processes and its representation. This discussion is part of the problem of teachers' professional knowledge, in particular one of the most significant dichotomies identified, the relationship between theory and professional practice (Alarcão, 1996; Perrenoud, 2001; Tardiff, 2002; Montero, 2005; Roldão, 2007). This debate is not new but remains current (Ulvik and Smith, 2011). Methodologically the results discussed resulted from the research carried out with the teachers' in their professional practice in context. Technically analysis focuses on of interviews to 12 teachers of basic education for two groups of schools. From data analyses the idea of "sharing" turned out to be the most central and transversal; referencing to a dynamic and very different situations, ranging from formal and informal situations, in presence or distance.
Description
Keywords
Conhecimento profissional Professores Prática profissional Professional knowledge Teachers Professional practice
Citation
Campos, Joana (2012) “O uso do conhecimento profissional dos professores em contexto profissional: da “partilha” ao “share”, Actas do VII Congresso Português de Sociologia, Sociedade, Crise e Reconfigurações, APS. ISBN: 978-989-97981-0-6