Resumo

BOAS, Lúcia Villas. The challenges of the concept of experience to think about teacher professionalization. Rev. Diálogo Educ. [online]. 2017, vol.17, n.53, pp.867-887.  Epub 28-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.17.053.ao08.

Present a long time in the educational conceptual field, the current discussions about the teacher professionalization has, increasingly, discussed the concept of experience. Considering new combinations, such as “experiential learning”, “knowledge of experience”, “experiential training”, “forming expereince”, “life experience” etc., the forms of construction of experience and the explicitation about their meanings are few analyzed. The purpose of this article is to explicit the difficulties in working with this concept considering the big polysemy of meanings and diversity of understanding. For this, it is structured in two parts. The first one, has intend to present the association between experience and adult education, normally grounded in theoretical models in which this concept had a preponderant function (mainly by J. Dewey, D. Kolb e M. Knowles). The second part, will present a research excerpt that, shows the necessity of the denaturalization of “experience” for discuss the diversity of its applications, especially in the teachers formation and professionalization.

Palavras-chave : Experience; Adult training; Teacher professionalization.

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