Resumo

CORTIZO, Telma Lima; FERREIRA, Elisabete Soares  e  FARIAS, Maria de Lourdes Soares Ornellas. Teachers’ professional knowledge: Authority mirroring autonomy in the contemporary school. Educação. UNISINOS [online]. 2017, vol.21, n.1, pp.60-69. ISSN 2177-6210.  https://doi.org/10.4013/edu.2017.211.07.

This article aims to analyze the teachers’ professional knowledge using as reference the authority questioned to the autonomy’s mirror. In this sense, considering liquidity (Bauman, 2001), the educational crisis (Arendt, 2011) and the de-symbolization process of a generation (Dufour, 2005), we question: How has the professional development of the teachers been constituted? What are the authority and autonomy references for the teaching act? This is a qualitative investigation and the data was collected using observations and semi-structured interviews with three teachers of a public school. Teachers want the teaching authority, but end up trying to transfer the possible authority that lies in school. It follows then that the political dimension has been weakening in discourses on autonomy and teaching authority and, consequently, in the development issues of professional knowledge.

Palavras-chave : Teachers’ Professional Knowledge; Authority; Autonomy.

        · resumo em Português     · texto em Português     · Português ( pdf )