The Knowledge and not Knowledge of Portuguese Language Teachers: Formative Perspective

This study aimed to identify the (non) specific knowledge for the teaching of Portuguese Language of teachers without specific training. It is a research with a qualitative and (auto) biographical approach, being of an exploratory nature, carried out based on life stories. The Biographical Project W...

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Detalles Bibliográficos
Autores principales: Pires, Maria das Graças Porto, Ferreira, Lúcia Gracia
Formato: Artículo revista
Lenguaje:Portugués
Publicado: Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2021
Materias:
professor
saberes docentes
formación docente
Lengua Portuguesa
Saberes docentes
Formación Docente
Profesor
Teachers
Teaching knowledge
Portuguese language
Teacher Education
Acceso en línea:https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/4637
Aporte de:
Saberes y prácticas. Revista de Filosofía y Educación de Universidad Nacional de Cuyo
id I11-R110article-4637
record_format ojs
institution Universidad Nacional de Cuyo
institution_str I-11
repository_str R-110
container_title_str Saberes y prácticas. Revista de Filosofía y Educación
language Portugués
format Artículo revista
topic professor
saberes docentes
formación docente
Lengua Portuguesa
Saberes docentes
Lengua Portuguesa
Formación Docente
Profesor
Teachers
Teaching knowledge
Portuguese language
Teacher Education
spellingShingle professor
saberes docentes
formación docente
Lengua Portuguesa
Saberes docentes
Lengua Portuguesa
Formación Docente
Profesor
Teachers
Teaching knowledge
Portuguese language
Teacher Education
Pires, Maria das Graças Porto
Ferreira, Lúcia Gracia
The Knowledge and not Knowledge of Portuguese Language Teachers: Formative Perspective
topic_facet professor
saberes docentes
formación docente
Lengua Portuguesa
Saberes docentes
Lengua Portuguesa
Formación Docente
Profesor
Teachers
Teaching knowledge
Portuguese language
Teacher Education
author Pires, Maria das Graças Porto
Ferreira, Lúcia Gracia
author_facet Pires, Maria das Graças Porto
Ferreira, Lúcia Gracia
author_sort Pires, Maria das Graças Porto
title The Knowledge and not Knowledge of Portuguese Language Teachers: Formative Perspective
title_short The Knowledge and not Knowledge of Portuguese Language Teachers: Formative Perspective
title_full The Knowledge and not Knowledge of Portuguese Language Teachers: Formative Perspective
title_fullStr The Knowledge and not Knowledge of Portuguese Language Teachers: Formative Perspective
title_full_unstemmed The Knowledge and not Knowledge of Portuguese Language Teachers: Formative Perspective
title_sort knowledge and not knowledge of portuguese language teachers: formative perspective
description This study aimed to identify the (non) specific knowledge for the teaching of Portuguese Language of teachers without specific training. It is a research with a qualitative and (auto) biographical approach, being of an exploratory nature, carried out based on life stories. The Biographical Project Workshops (PBL) proposed by Delory-Momberger (2014) were used to produce the data. The research corpus is composed of (auto) biographical narratives built in the ABP meetings and we use content analysis as a technique for data analysis. Thus, we show that teachers revealed knowledge and non-knowledge arising from social relationships and their professional training. Still, we note the existence of trajectories marked by different life stories, but that converge in teaching in Portuguese (LP); that these teachers learn in the ways of teaching; that even without having the specific training, they manage to teach. In this way, we perceive the formative processes from the pedagogical perspective present in practice and the revelation of knowledge and non-knowledge for the teaching of Portuguese, which contribute to the construction of teaching learning.
publisher Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
publishDate 2021
url https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/4637
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