a pesquisa contemporânea em didática: contribuições para a prática pedagógica contemporary didactics research: contributions to pedagogical practice
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2011
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Abstract
Se é fato que já há décadas a crítica à Didática prescritiva se consolidou na reflexão educacional, por outro lado, a potencialidade propositiva das teorizações que esse campo produz ainda se coloca como alvo de debate. Neste texto, analisamos o conjunto de trabalhos apresentados no GT Didática nas reuniões anuais da ANPEd, no período de 2004 a 2008, visando a contribuir para a necessária problematização da dimensão propositiva dessa produção. Com base nas conclusões de revisões anteriores do campo, que questionavam a dispersão de focos de pesquisa e a concentração na temática da formação de professores, definem-se três eixos de sistematização da análise desenvolvida - temática privilegiada; metodologia utilizada na pesquisa em questão; análises e conclusões apresentadas - a partir dos quais se busca responder a tais questionamentos.
If may be a fact that, already for decades, a solid criticism of prescriptive didactics has been consolidated in educational discourse, but it is nonetheless the case that the field still carries the potential for propositioning and theorising and continues to be the target for debate. In this article, we analyse all the papers presented at the Didactics Working Group at ANPED's annual meetings from 2004 to 2008, in order to contribute to and reflect on the propositions included in the working group's papers. By taking into consideration the conclusions of previous reviews of this field, which questioned the bias of the didactic research, focusing excessively on the subject of teacher education and criticising the recurrence of vague conclusions, we have decided to define three axes to enable us to systematise our analysis. These are: subjects chosen, research methodologies employed, analysis and conclusions presented.
If may be a fact that, already for decades, a solid criticism of prescriptive didactics has been consolidated in educational discourse, but it is nonetheless the case that the field still carries the potential for propositioning and theorising and continues to be the target for debate. In this article, we analyse all the papers presented at the Didactics Working Group at ANPED's annual meetings from 2004 to 2008, in order to contribute to and reflect on the propositions included in the working group's papers. By taking into consideration the conclusions of previous reviews of this field, which questioned the bias of the didactic research, focusing excessively on the subject of teacher education and criticising the recurrence of vague conclusions, we have decided to define three axes to enable us to systematise our analysis. These are: subjects chosen, research methodologies employed, analysis and conclusions presented.
| Reference Key |
marcondes2011educaoa
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|---|---|
| Authors | ;Maria Inês Marcondes;Miriam Soares Leite;Vania Finholdt Leite |
| Journal | antioxidants |
| Year | 2011 |
| DOI |
10.1590/S0102-46982011000300015
|
| URL | |
| Keywords | Keywords not found |
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