Abstract

COSME, ARIANA  and  TRINDADE, RUI EDUARDO. THE CURRICULAR AND PEDAGOGICAL ACTIVITY OF TEACHERS AS SOURCE OF TENSIONS AND PROFESSIONAL DILEMMAS: CONTRIBUTION TO AN INTERPELLATION OF TEACHING PROFESSION. Rev. Bras. Educ. [online]. 2017, vol.22, n.69, pp.565-587. ISSN 1809-449X.  https://doi.org/10.1590/S1413-24782017226928.

Teacher professional dilemmas and tensions are de main topic of the sixteen research projects analysis, produced in Portugal, through which is intended to relate such dilemmas and tensions with teachers curricular and pedagogical activities. From the analysis that had been done is concluded that such activity is not object of explicit interpellation to the projects that circumscribed the discussion about teaching profession to teachers profiles or professional resilience. In a different perspective, that activity takes a further importance in the studies that propose a systemic approach of teacher's profession, even if the tension between relational dimension and curricular and pedagogical dimension, understood as a structural tension on the reflection about teachers work and their goals, can be read from different assumptions and has different implications about how the authors of that projects conceive teachers work.

Keywords : curricular and pedagogical management; teaching malaise; teachers professional dilemmas.

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