Teacher training in freire´s perspective: saying the world and learning/teaching the world

Authors

  • Susana Inês Molon Universidade Federal do Rio Grande

DOI:

https://doi.org/10.5902/1984644415506

Keywords:

Subject's constitution, Signification processes, Continuing teacher education

Abstract

This study discusses notions of subject, experience, signification processes and everyday practices. Taking into account that the subject is constituted by and in semiotic mediation, which is embedded in a historical and cultural dimension, keeping its singularity and focusing on signification processes, the analysis of interviews made with six teachers and based on Bakhtin's, Thompson’s and Vygotsky's contributions was carried out. The analyses showed that the processes of teachers' constitution rely on early education; continuing education; teaching experience in class based on the connection between theory and practice; and  changes in pedagogical practices. These aspects are based on choices and values, both individual and collective ones, which express issues related to gender and social class in early and continuing teacher education.

Author Biography

Susana Inês Molon, Universidade Federal do Rio Grande

Professora Drª. Associada do Instituto de Ciências Humanas e da Informação e do Programa de Pós-graduação em Educação Ambiental da FURG

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Published

2016-12-15

How to Cite

Molon, S. I. (2016). Teacher training in freire´s perspective: saying the world and learning/teaching the world. Education, 41(3), 567–578. https://doi.org/10.5902/1984644415506

Issue

Educação, v. 41, n. 3, set./dez. 2016

Section

Continuous Demand

License

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