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Revista Diálogo Educacional

versão impressa ISSN 1518-3483versão On-line ISSN 1981-416X


TRINDADE, Rui  e  COSME, Ariana. Instruct, learn or communicate: Reflection about the foundations of pedagogical options envisaged from the act of teaching. Rev. Diálogo Educ. [online]. 2016, vol.16, n.50, pp.1031-1051. ISSN 1981-416X.

This is a text that intends to discuss school education projects from the point of view of its assumptions and pedagogical implications. We start from the notion of paradigm to state what we want to do: reflect on the beliefs and ontological and epistemological conceptions that underlie the different types of options underlying the different ways of conceiving the act of teaching, which is understood, according to Roldão (2009), as an act that identify and characterize the educational, specific and singular activity of teachers in a classroom. In this paper such act will be discussed according to three paradigms: instruction paradigm, learning paradigm and communication paradigm (TRINDADE & COSME, 2010). The three paradigms that will be the interpellation object of this text because they express three different ways of thinking about what is meant by education in schools and, concomitantly, the relationship between teachers, students and the patrimony of information, instruments, procedures and attitudes that were culturally validated and are required to the life of each of us in the societies in which we live.

Palavras-chave : Pedagogy; Teaching; Instruction; Learning; Teachers Activity.

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