Resumen

BAIBICH-FARIA, Tânia Maria. A dimensão teórica da formação dos formadores em didática e práticas de ensino: influências no pensamento contemporâneo e repercussões nas práticas de formação. Avaliação (Campinas) [online]. 2009, vol.14, n.03, pp.727-753. ISSN 1414-4077.

This article identifies and analyzes the theoretical referents that national authors, more specifically the professors who spoke at the XV National Encounter of Didactics and Teaching Practices (ENDIPE), 2008, use in order to qualify educational practices, especially in higher education. It analyzes how these referents influence contemporary Brazilian production and how they are recognized in the thoughts and production of the 46 symposiasts who answered the questionnaires, by means of electronic mail. Considering the results from the data obtained in the empirical field, it is possible to point out at least four analytical groups that could help in the systematization of the answers: the most important books used in undergraduate studies; the most cited Brazilian authors in this field; the preferred foreign authors in the activities as teacher/researcher; and the preferred Brazilian authors in the activities as teacher/researcher. Specificities aside, the concern with the relation between knowledge and power, as well as with the history of teacher education occur in an impressive manner. There are, according to the subjects of this research, what could be named as “address-subjects” in the fields of Didactics and Teaching Practices in the country, who defend an explicit epistemic choice of critic and/or post-critic and post-colonialist theories that allow us to see education in a new perspective, as they remove the focus from merely pedagogical concepts of teaching and learning and turn it to the analysis of the concepts of ideology and power. It is observed that there is no endogeny or colonization in the epistemic community analyzed and that Brazilian authors are recognized as references in all the fields comprehended in the ENDIPE.

Palabras clave : Theoretical Referents; “Address-Subjects” in Didactics and Teaching Practice; Epistemic Community.

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