Abstract

GUIMARAES, Henrique Manuel. Perspectivas sobre o conhecimento do professor. Rev. Diálogo Educ. [online]. 2008, vol.08, n.25, pp.819-839. ISSN 1981-416X.

This article is a theoretical essay on teacher’s knowledge confronting Donald Schön, Freema Elbaz and D. Jean Clandinin perspectives on that subject, trying to elicit the main dimensions and components they use to characterize teacher’s knowledge. To begin with I take Schön’s critique to technical rationality and then I try to show that the authors I mentioned developed an idea that teachers have a specific knowledge that both spring from, and is revealed in, the teaching practice. I also try to show that while using this notion of ‘practical knowledge’ - experiencial, situational and personal in nature - they refuse to reduce that knowledge to a mere technical knowledge and they intend to go beyond usual dichotomies - theory-practice, reason-emotion, objectivity-subjectivity, individual-social, content-structure - in the study and characterization of ways of knowing.

Keywords : Practical Knowledge; Teacher’s Knowledge; Teacher Education.

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