Crise do projeto de democratização da educação e da formação ou crise de um modelo de democratização? Algumas reflexões a partir do caso francês (1980-2010)

Derouet, Jean-Louis

doi:10.1590/s0101-73302010000300018

Cited by 8 publications

(9 citation statements)

References 6 publications

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“…The crisis in school as a modern institution confronts teachers with new social mandates, and the unity of principles and values that characterised the scholarly institution has been replaced by a variety of cognitive and pragmatic frameworks for action, as well as norms of justice, thus creating deep tensions and conflicts (Pereira et al, 2016;Derouet, 2010). This forces teachers to continuously produce meaning and justification for their own work, which interferes in the relationship they develop with students and in the ethical dimension of public education.…”

Section: The Socio-educational Context: Late Modernity and The Crisismentioning

confidence: 99%

“…The ideals of social and educational justice, as well as equal opportunities, have legitimised many of the transformations that public education has been through over the 20th century in Western societies (see Derouet, 2010); although grounded in distinctive political and socio-economic ideologies with diverse implications for the organisation of school education. Therefore, it may be said that those ideals are inscribed in the construction of the teaching profession itself and in the configuration of teachers' work, even if not always in a conscious way.…”

Section: Ethics and Justice In Public Education And Teachers' Workmentioning

confidence: 99%

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Teacher Education, Teachers’ Work, and Justice in Education: Third Space and Mediation Epistemology

Pereira¹

2019

AJTE

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A theoretical essay, based on the results of research projects on teacher education, teachers' work, and justice in education developed by the author, is presented. It reflects on teacher education and the epistemology of teachers' work, and proposes a mediational and a narrative perspective towards a third space in Teacher education. An alternative mediation epistemological approach to justice in education and the epistemology of teachers' work is presented, aiming towards an understanding of the ways in which teachers' education has the possibility of making a difference in the construction of a more just public school.

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Section: The Socio-educational Context: Late Modernity and The Crisismentioning

confidence: 99%

Section: Ethics and Justice In Public Education And Teachers' Workmentioning

confidence: 99%

Teacher Education, Teachers’ Work, and Justice in Education: Third Space and Mediation Epistemology

Pereira¹

2019

AJTE

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“…Rejeitando a conceção liberal que coloca sobre os indivíduos todas as responsabilidades, é necessário que a sociologia da educação trabalhe em busca de um novo modelo de democratização (Derouet, 2010). As pistas enunciadas por este autor dão como exemplo o trabalho conduzido por Ivor Goodson, no Reino Unido, entrevistando docentes que vivenciaram a passagem das reformas democratizantes dos anos de 1970 à reorganização liberal do governo Thatcher e à implementação da Terceira Via, nas décadas seguintes.…”

Section: As Lógicas Da Qualificação E Da Competênciaunclassified

“…Para Goodson (cit. in Derouet, 2010), o facto de não existir resistência organizada por parte dos professores não significa que as reformas estejam a passar no quotidiano, pois numa atmosfera geral de perda de referências, o quotidiano é feito de limitação de riscos e de evitação de conflitos. Como sintetiza este autor, o processo de educação não pode ser pensado somente dentro dos universos da razão e da justiça formalmente definidos; é igualmente essencial a "competência social" enquanto capacidade para discernir em cada contexto e situação a referência pertinente, tanto em termos de razão e de justiça como em termos éticos, morais, afetivos e emocionais.…”

Section: As Lógicas Da Qualificação E Da Competênciaunclassified

A lógica das competências e a prática reflexiva na formação de professores

Ferreira

2017

R Est Inv Psico y Educ

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ResumoNeste artigo, argumento que o sentido atribuído à "reflexão", na área da formação de professores, se tem orientado mais para uma lógica de competências, com inspiração gerencialista e enfoque na empregabilidade individual, do que para as dimensões de análise social e política que podem contribuir para a justiça social e a democratização da sociedade. Nas instituições de ensino superior que formam professores, a prescrição parece predominar sobre a reflexão, desqualificando a conceção de professor como intelectual crítico transformador, cuja reflexividade, individual e coletiva, é indissociável das dimensões política e ética da profissão e da formação docentes. Palavras-chave: Formação de professores, lógica de competências, prática reflexiva, democratização, justiça social AbstractIn this paper it is argued that the sense which has being attributed to "reflection" and reflective practice, in the area of teacher education, has been more orientated to a logic of competences, based on a managerial inspiration and focused on the individual employability, than for the dimensions of social and policy analysis which can be able to contribute to social justice and the democratization of society. In the higher education institutions of teacher training, prescriptions seem to overlap reflection, thus disqualifying the conception of intellectual, critical and transformative teachers, whose individual and collective reflexivity is inseparable from the political and ethical dimensions of the teaching profession and training. Keywords: Teacher training, logic of competences, reflective practice, democratization, social justice IntroduçãoA escola e a formação de professores sempre alimentaram grandes debates e paixões, sobretudo em torno do princípio da igualdade de oportunidades, mas também em nome do progresso, do desenvolvimento, da justiça social, dominados por distintas ideologias e marcados por diversas conjunturas históricas, políticas, sociais e económicas. Canário (2000) salienta três períodos diferentes, aos quais correspondem diferentes conceções e expectativa em relação à escola: a escola das incertezas, a escola das promessas e a escola das incertezas. A escola das certezas correspondeu à escola da primeira metade do século XX, baseada num modelo elitista e não assumindo responsabilidades na produção das desigualdades sociais; a escola das promessas, associada à ideologia desenvolvimentista que se seguiu à segunda guerra mundial, que operou a passagem de uma escola elitista para uma escola de massas e gerou uma atitude de euforia e otimismo perante as promessas de desenvolvimento, igualdade de oportunidades e mobilidade social; e a escola das incertezas, que começou a manifestar-se a partir dos anos 1970 e se tornou mais claramente visível a partir dos anos 1980, face ao falhanço das promessas do período desenvolvimentista e ao surgimento simultâneo de fenómenos como o acréscimo de qualificações e o acréscimo de desigualdade; e o desemprego estrutural de massas e a crescente desvalorização dos diplomas. Esta...

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“…However, empirical evidences show very few effective results in relation to overcoming problems. Maybe because these problems are difficult to solve within the milestones of capitalism, or even the actual existence of a broader conception of the problems indicate that 'the process of education cannot only be thought of within the universe of reason and justice' (Derouet, 2010(Derouet, , p. 1021. Perhaps the heterogeneity in the offer of schools is the way to meet the diversity and differences currently experienced in secondary education.…”

Section: Final Considerationsmentioning

confidence: 99%

Secondary Education under Tension between Democratization and Modernization: Reflections from the Brazilian Experience

Ferreira¹

2016

IES

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This paper analyzes the extension of the right to secondary education in Brazil. Currently, the debate on secondary education has been intensified in civil society highlighting the problem of the reason of its precarious offer, not to mention a significant proportion of young people and adults who have not finished this level of schooling. Opinions vary on how the offer to secondary education should be held: while a minority believes that schooling should be humanistic and scientific; others support integrated education with a technical certification. Others advocate the separation of secondary professional education. This myriad of projects and programs has invaded the educational systems and schools, a portrait of public action in the education area, divided between republicans and private interests, in the context of disputes between the process of democratization and modernization, guided by the excellence of the performance of the institutions and students. This paper has an essay character produced within the research 'Innovative High School Program: working conditions and teacher education' with CNPq funding and during the post-doctoral studies conducted at the École Normale Supèrieure de Lyon/France, with CAPES financial support.

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Crise do projeto de democratização da educação e da formação ou crise de um modelo de democratização? Algumas reflexões a partir do caso francês (1980-2010)

Cited by 8 publications

References 6 publications

Teacher Education, Teachers’ Work, and Justice in Education: Third Space and Mediation Epistemology

Teacher Education, Teachers’ Work, and Justice in Education: Third Space and Mediation Epistemology

A lógica das competências e a prática reflexiva na formação de professores

Secondary Education under Tension between Democratization and Modernization: Reflections from the Brazilian Experience

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