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Formação de professores universitários: Contribuições Sociologia da Educação Crítica

This work is an invitation to challenge ourteaching practices that are embedded in an institutionaland socio-political context, have an epistemologicalanchorage delimited by the particular field of knowledge,and are defined by theoretical perspectives andideological-political options. One of the tas...

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Autores Principales: Valentinuz, Susana, Odetti, Cecilia Ángela
Formato: Artículo revista
Lenguaje:spa
Publicado: Universidad Nacional del Litoral 2019
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/8834
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spelling oai:bibliotecavirtual.unl.edu.ar:article-88342020-03-02T16:38:31Z Formação de professores universitários: Contribuições Sociologia da Educação Crítica University teacher training: Contributions from Sociology of Critical Education La formación de profesores universitarios: los aportes de una Sociología de la Educación crítica Valentinuz, Susana Odetti, Cecilia Ángela This work is an invitation to challenge ourteaching practices that are embedded in an institutionaland socio-political context, have an epistemologicalanchorage delimited by the particular field of knowledge,and are defined by theoretical perspectives andideological-political options. One of the tasks proposedby Sociology of Education is to ask ourselves whichtraining processes are being developed by universityteachers to challenge their own trajectory and to generatecritical educators with transformative intentionality.Some discussions on this issue are shared in this article.Pedagogical training of teachers at secondary anduniversity levels is a challenge for those who have theconviction that not only disciplinary knowledge shapes the teaching practice but also a baggage of knowledgethat provides meaning to specific knowledge, makingup an integrated whole in teaching. The pedagogicaltask often seems to unfold with autonomy of ethical andpolitical principles. In addition, the ways to build teacher-students relationship in university classrooms onlycircumscribed to the ‘critical contents’ of the subjectswithout an appropriation anchored in the experienceof an alternative pedagogical practice runs the risk oflosing precisely its transforming potential. Este trabajo es una invitación a interpelarnuestras prácticas docentes que están situadas en uncontexto sociopolítico e institucional, tienen un anclajeepistemológico delimitado por el campo de conocimientoparticular y se definen por las perspectivas teóricasy las opciones ideológicas-políticas. Preguntarsequé procesos de formación se están gestando en losprofesorados que permitan interpelar la propia trayectoriay generar educadores críticos con intencionalidadtransformativa, es una de las tareas que la Sociologíade la Educación desde perspectivas críticas se propone,a partir de algunos debates que compartimos eneste artículo. La formación pedagógica de profesoresuniversitarios para el nivel secundario y superior es undesafío para quienes tienen la convicción que no sólo elconocimiento disciplinar da forma a la práctica docente,sino que también requiere de un bagaje de saberes queden sentido al conocimiento específico, en una totalidadintegrada en la enseñanza. El quehacer pedagógicopareciera muchas veces desenvolverse con autonomíade principios éticos y políticos, y los modos de construirla relación docente-estudiantes en el aula universitariasólo circunscripta a los «contenidos críticos» de lasmaterias sin una apropiación anclada en la vivencia deuna práctica pedagógica alternativa, corre el riesgo deperder justamente su potencial transformador. Universidad Nacional del Litoral 2019-12-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo Artículos evaluadores por doble ciego Double blind evaluation articles application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/8834 10.14409/ie.v0i12.8834 Itinerarios Educativos; Núm. 12 (2019): Itinerarios Educativos; 171-183 Itinerarios Educativos; No 12 (2019): Itinerarios Educativos; 171-183 Itinerarios Educativos; n. 12 (2019): Itinerarios Educativos; 171-183 2362-5554 1850-3853 10.14409/ie.v0i12 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/8834/12312 info:eu-repo/semantics/openAccess Derechos de autor 2019 Itinerarios Educativos
institution Universidad Nacional del Litoral
collection Publicaciones periódicas
language spa
format Artículo revista
description This work is an invitation to challenge ourteaching practices that are embedded in an institutionaland socio-political context, have an epistemologicalanchorage delimited by the particular field of knowledge,and are defined by theoretical perspectives andideological-political options. One of the tasks proposedby Sociology of Education is to ask ourselves whichtraining processes are being developed by universityteachers to challenge their own trajectory and to generatecritical educators with transformative intentionality.Some discussions on this issue are shared in this article.Pedagogical training of teachers at secondary anduniversity levels is a challenge for those who have theconviction that not only disciplinary knowledge shapes the teaching practice but also a baggage of knowledgethat provides meaning to specific knowledge, makingup an integrated whole in teaching. The pedagogicaltask often seems to unfold with autonomy of ethical andpolitical principles. In addition, the ways to build teacher-students relationship in university classrooms onlycircumscribed to the ‘critical contents’ of the subjectswithout an appropriation anchored in the experienceof an alternative pedagogical practice runs the risk oflosing precisely its transforming potential.
author Valentinuz, Susana
Odetti, Cecilia Ángela
spellingShingle Valentinuz, Susana
Odetti, Cecilia Ángela
Formação de professores universitários: Contribuições Sociologia da Educação Crítica
author_facet Valentinuz, Susana
Odetti, Cecilia Ángela
author_sort Valentinuz, Susana
title Formação de professores universitários: Contribuições Sociologia da Educação Crítica
title_short Formação de professores universitários: Contribuições Sociologia da Educação Crítica
title_full Formação de professores universitários: Contribuições Sociologia da Educação Crítica
title_fullStr Formação de professores universitários: Contribuições Sociologia da Educação Crítica
title_full_unstemmed Formação de professores universitários: Contribuições Sociologia da Educação Crítica
title_sort formação de professores universitários: contribuições sociologia da educação crítica
publisher Universidad Nacional del Litoral
publishDate 2019
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/Itinerarios/article/view/8834
_version_ 1660147198164205568
score 11.8626

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