Partindo de quadros teóricos que são explicitados no texto, este artigo apresenta o conjunto do projeto de investigação “A Dimensão Emocional da Docência e Formação de Professores”. Este projeto pretendeu captar as dimensões pedagógicas dos sentimentos e emoções de dois grupos de professores. Inferidas algumas necessidades e aspirações de formação, concebeu-se um esquema de investigação-formação que visou o desenvolvimento da literacia emocional dos professores. Ao longo do processo verificaram-se mudanças na capacidade de discriminação emocional, nas crenças e nos níveis de reflexividade dos professores participantes.
Both 'the reflective teaching' and 'the teacher as a reflective practitioner' have become very popular In terms of the literature about the teachIng and training profession, In spIte of ambiguIties and misleading Ideas. Thus, it is of the greatest Importance to analyse these ambiguities by questioning the words used, the relations of power which are established among teachers, educators and traInees, the ways and effects of the reflection. To avoId the reflective action becomIng a collection of techniques, a reflective practice should be based on an educational and training theory whIch should stimulate the teacher to take crItical consciousness of the educational situations and of his/her own practice In the situation. The concept of consclentlsatlon by Paulo FreIre, lInked to his concept of praxis as a dialectic unity of the theory and practice, should produce an Instrument of theoretical and operational value for education. That concept will allow Interpretations which will take the teacher to wonder about hIm/herself, about the world around him/her, promoting a critical and dialogist relationship towards the world, the others and him/herself. ThIs dialogue, whIch cannot feed Itself but feeds on the fusIon of theory and praxIs, will overcome the apparent dichotomy between technical and practical reason.
La «réflexivité ensei-gnante» et «l’ensei-gnant en tant que pra-ticien réflexif» sont des expressions qui sont devenues extrêmement populaires dans la littérature sur la profession et sur la formation, malgré les ambiguïtés et équivoques qu’elles renferment ou, peut-être, grâce à ces ambiguïtés et équivoques. C’est pourquoi il s’impose d’analyser le contenu de ces expressions, en interrogeant notamment le langage utilisé, les rapports de pouvoir qui s’établissent entre formateurs et ceux à former, les modalités et les effets de la réflexion. Pour éviter que la réflexivité ne se réduise à un ensemble de techniques, une pratique réflexive devra se fonder sur une théorie de l’éducation et de la formation qui stimule l’enseignant à une prise de conscience critique des situations éducatives et de soi-même en situation. Le concept de conscientisation de Paulo Freire, lié à son concept de praxis en tant qu’unité dialectique de la théorie et de la pratique, pourra constituer un outil à valeur théorique et opératoire pour la formation. Il permettra des lectures qui amènent l’enseignant à s’interroger sur le monde où il est inséré, en provoquant un rapport critique et dialogique avec le monde, avec les autres et avec soi-même. Ce dialogue, ne pouvant s’alimenter que de la fusion de la théorie et de la pratique, dépasse l’apparente dichotomie entre raison technique et raison pratique.
Este artigo contém algumas reflexões sugeridas por uma re-leitura de alguns capítulos de um livro de Denzin e Lincoln (2003) sobre a investigação qualitativa. Depois de discutir a utilidade da reflexão epistemológica para a investigação educacional, a autora centra-se na evolução das relações sujeito/objecto (distanciamento, interacção, fusão) e sobre as transformações do papel do investigador decorrentes dessa evolução.
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