Abstract

ABDALLA, Maria de Fátima Barbosa. Teaching knowledge: Establishing guidelines to innovate educational practices. Educ. Puc. [online]. 2015, vol.20, n.3, pp.215-227. ISSN 1519-3993.  https://doi.org/10.0000/edpuc.2015.203.215.

The aim of this study is to reflect on the teaching knowledge required to transform the educational practices in everyday school life. This is related to identifying the social representations of teachers who are students of Pedagogy/Parfor (Decree 6755/09) of the knowledge teachers deem necessary in the training context to transform their practices. This longitudinal research, based on the studies of Pierre Bourdieu and Serge Moscovici, along with Jean-Marie Barbier, Gaston Mialaret and Maurice Tardif, considers that teachers' knowledge is not theoretical, but rather practical, shaped by training contexts that must be recognized by the teachers. The results of the study reinforce the need to redefine teaching knowledge to understand it as praxeological knowledge because it is related to the context and work conditions and it may lead to innovation in educational practices.

Keywords : Educational Practices; Social Representations; Teaching Knowledge.

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