Abstract

CALDEIRA, Anna Maria Salgueiro. The construction of teaching knowledge: from quotidian towards non-quotidian. Educ. Rev. [online]. 2003, n.38, pp.219-244. ISSN 0102-4698.

The aim of paper is to reconstruct the formative teaching knowledge process of a female teacher, from her daily practice to a personal appropriation. The theoretical considerations thar Agnes Heller has attributed to these concepts daily practice and personal appropriation - have beem considered to give support to the research. Gender, as a variable of cultural diversity,   has then been chosen to discuss the process of knowledge construction. The ethnographic method is the tool. Carefully participant observation, interviews and analysis of document, were used to understand the teacher´s personal appropriation either form her personal experience in the classroom setting, or from other sources such as the history of her personal and professional life. In addition to this, the teacher´s working place history, and pedagogical renew movement, whose philosophy is inserted in the school pedagogical proposal, were also considered. The data analysis clearly reveals the rupture of the old teacher´s knowledge, which considered coeducation as ‘a system in which students of both sexes are educated together’. Teacher´s new knowledge, on the other hand, sees gender as variable of cultural diversity, which must be taken into account whenever dealing with boys and girls learning process. So it is necessary to interfere, in a positive way, to discriminate the girls from the boys in the learninf process, to produce coeducation.

Keywords : Teacher´s Knowledge; Gender; Coeducation.

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