Resumo

HARDT, Lúcia Schneider  e  MOURA, Rosana Silva de. Between interruption and creation of educational practices: the teacher’s philosophical task at the school to Distance Education. Educ. Rev. [online]. 2017, vol.spe, n.1, pp.39-50. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.49151.

Our purpose in this paper is to present some aspects of an experience developed in education in Distance Education mode, having the pedagogical coordinator’s figure as focus. Based on a philosophical perspective, we tried to focus our analysis beyond the formal aspect of the experience narrative, seeking significance for pedagogical practices by incorporating elements that elaborate on the dialectic between interruption and creation in these practices. With the philosophical contribution of Jorge Larrosa, in dialogue with tradition, we tried to go deeper into the very idea of ​​formative experience. Our intent is to give the experience the sense of incompleteness, deviation, uncertainty, as elements of formation which are apparently weak, but at the same time enlarge the significance of the human being and their activities in education. Given this possible radicalism that philosophy brings to us, how should we think about the coordinator's task in school?

Palavras-chave : Coordinator’s task; Interruption; Creation..

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