Dissertação
A onipresença das competências na formação docente: um estudo no horizonte da reificação e do reconhecimento
Fecha
2013-04-02Registro en:
FAGUNDES, André Luiz de Oliveira. The omnipresence of competences in the teaching formation: a study in the horizon of reification and knowledge. 2013. 101 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2013.
Autor
Fagundes, André Luiz de Oliveira
Institución
Resumen
The main guiding proposal of this paper aims to answer the following questions: In
which way the official legislation of the teaching formation (allusive to the school teachers)
based on the conceptions of competences contributes to the manifestation of reification, as its
fundamental proposals surround centrally around of the know-do (Savoir-faire), leaving aside
other fundamental aspects of the human formation, in a indiscriminate search for the practice?
How can a change be taught on the perspective of intersubjective recognition? Thereby, the
work in question is situated on the Philosophy of Education perspective, having as theoretical
reference the contribution of the studies about reification and social recognition, from Axel
Honneth, recognized member of the called third generation of the Frankfurt School. The
general scope of the research is to perform an analysis of the philosophical implications
referring to the political and epistemological content of the last renovation on the educational
field. In more specific terms, our objectives are: a) conduct a critical analysis, based on the
category of the reification, from the principles of the competences directed to the educational
field by the legislation; b) elucidate the existing relations between claim of the practice on the
instructor formation and the possible manifestations of reification in the educative process; c)
measure the relation of the legacy of the reification category for the comprehension of the
school teaching formation problem; d) study the possibilities to present proposals for the
teaching formation inspired on the idea of recognition of the other, counterposed to reifying
situations and non-recognition experiences. To do so, we followed as methodological
orientation the hermeneutical spin of the critical theory .