DEMOCRACIA E EMANCIPAÇÃO NA FORMAÇÃO DE PROFESSORES: UMA ANÁLISE DE CONTEÚDO SOMATIVA DA ATRIBUIÇÃO DEMOCRÁTICA DE FORMADORES DE PROFESSORES EXPRESSA EM POLÍTICAS PARA FORMAÇÃO DE PROFESSORES NA SUÉCIA E NA IRLANDA DE 2000 A 2010

Autores

DOI:

https://doi.org/10.26694/les.v0i41.8748

Palavras-chave:

formação de professores, democracia, emancipação, quadro teórico, política pública, análise de conteúdo

Resumo

Questões ligadas a como democracia e emancipação fazem parte da educação de professores ainda são pouco estudadas e há uma escassez de estudos transnacionais examinando o problema. Neste estudo, partimos de várias estruturas teóricas que se posicionam discursivamente em relação a democracia e emancipação na formação de professores e no que estamos chamando da atribuição democrática de professores. A estrutura nos permitiu identificar palavras-chaves que utilizamos para uma análise de conteúdo limitado de documentos de política pública em dois países europeus, a Suécia e a República da Irlanda, em dois períodos diferentes: 2000-2002 e 2010-2012. Nossas descobertas indicam que, apesar de diferenças culturais e contextuais significativas entre os dois sistemas educacionais, palavras-chaves ligadas a democracia e emancipação diminuíram de forma significativa em documentação de políticas públicas em ambos os países nesses períodos. Isso leva à nossa hipótese de que uma mudança de paradigma ocorreu no posicionamento discursivo da atribuição democrática de formadores de professores. As descobertas sugerem a necessidade de uma análise de discurso mais profunda dos quatro documentos como a próxima fase no projeto de pesquisa. As descobertas, apesar de iniciais, têm implicações muito além dos dois estados em questões contemporâneas da formação de professores e da sociedade que exigem ação e consciência coletiva.

Downloads

Não há dados estatísticos.

Biografia do Autor

SILVIA EDLING, Universidade de Gävle



Referências

BALL, S. J.. Global Education Inc.: New Policy Networks and the Neo-Liberal Imaginary. New York: Routledge, 2012.

BEACH, D.. The Changing Relations between Education Professionals, the State and Citizen Consumers in Europe: rethinking restructuring as capitalisation. European Educational Research Journal 7(2): 195–207, 2008.

BIESTA, G.. Learning Democracy in School and Society: Education, Lifelong Learning, and the Politics of Citizenship. Rotterdam; Boston, MA; Taipei, Taiwan: Sense Publishers.2011.

BIESTA, G.. A new logic of emancipation: The methodology of Jacques Ranciére. Educational Theory, 60(1): 39–59, 2010.

BIESTA, G.; BURBULES, N.C.. Pragmatism and Educational Research. Lanham, MD: Rowman & Littlefield. Bingham CW, 2003.

BIESTA, G.; RANCI RE, J.. acques anci re: Education, Truth, Emancipation. London; New York: Continuum, 2003.

BREUNIG, M.. Teaching for and about critical pedagogy in the post-secondary classroom. Studies in Social Justice 3(2): 247–262, 2010.

BRYMAN, A.. Of methods and methodology. Qualitative Research in Organizations and Management: An International Journal 3(2): 159–168, 2008.

CARLGREN, I.. Professionalism and teachers as designers. Journal of Curriculum Studies 31(1): 43–56, 1999.

COCHRAN-SMITH, M.. Teacher educators as researchers: Multiple perspectives. Teaching and Teacher Education 21: 219–225, 2005.

COCHRAN-SMITH, M.. “Re-culturing” teacher education: Inquiry, evidence, and action. Journal of Teacher Education 60(5): 458–468, 2009.

COHEN, L.; MANION, L.. Research Methods in Education, Fourth Edition. New York: Routledge, 1994.

CROSSLEY, M.; WATSON, K.. Comparative & International Research in Education. London: Routledge., 2003.

DARLING-HAMMOND, L.. Teacher Education and the American Future. Journal of Teacher Education, 61(1-2): 35–47, 2010.

DARLING-HAMMOND, L.. Educating the new educator: Teacher education and the future of democracy. The New Educator 1: 1–18, 2005.

DE LISSOVOY, N.. Education and Emancipation in the Neoliberal Era: Being, Teaching, and Power. New York: Palgrave Macmillan, 2015.

DEPARTMENT OF EDUCATION AND SKILLS (DES) Advisory Group on Postprimary Teacher Education,. Dublin: The Stationery Office, 2002.

DEWEY, J.. Democracy and education [Elektronic resource], (1959 [1916]). Acesso:http://ejournals.ebsco.com/direct.asp?ArticleID=4675BA97C24BB1C9C153

DRYZEK, J.S.. Deliberative Democracy and beyond: Liberals, Critics, Contestations. Oxford: Oxford University Press, 2000.

EDLING S., FRELIN, A.. Editorial. Evidence Is Not Enough: on the role of theory in teacher education. Citizenship, Social, and Economic Education, 13(3), Acesso:www.wwwords.co.uk/CSEE, 2014.

GOVERNO DA IRLANDA. Education Act, Dublin: Stationary Office, 1998.

GOVERNO DA IRLANDA. Universities Act Dublin: Stationary Office, 1997.

EISNER, E.W.. The Educational Imagination, 3rd edn. New York: Macmillan Publishers, 1994.

ENGLUND, T.. Curriculum as a Political Problem: Changing Educational Conceptions, with Special Reference to Citizenship Education. Uppsala; Lund: Studentlitteratur., 1986.

FRANSSON, G.. Professionalisering eller deprofessionalisering? Positioneringar och samspel i ett dilemmatic space [Professionalizing or Deprofessionalizing? Positioning and Cooperations in a Delemmatic Space]. Gävle: H gskolan i Gävle [Gävle University], 2012.

FREIRE, P. (1972) Pedagogik För Förtryckta. Stockholm: Gummersson, 1972.

GUNLÖG, B.. Teacher education in Sweden: An intercultural perspective. In: Craft M (ed.) Teacher Education in Plural Societies (RLE Edu N): An International Review. New York: Routledge, pp.116–127, 2012.

HABERMAS, J.. Knowledge and Human Interests. London: Heinemann, 1972.

HALLSÉN, S.. ärarutbildning i skolans t änst En policyanalys av statliga argument för förändring [Teacher education in the service of schools? A policy analysis of state arguments for change]. Uppsala: University of Uppsala, p.133, 2013.

HANSEN, D. T.. Dewey’s conception of an environment for teaching and learning. Curriculum Inquiry 32(3): 267–280, 2002.

HEMMINGS, B,. WOODCOCK, S.. Preservice teachers’ views of inclusive education: A content analysis. Australasian Journal of Special Education 35(2): 103–116, 2011.

HOLSTI, O. R.. Content Analysis. Reading, MA: Addison-Wesley. Hsieh H-F and Shannon SE (2005) Three approaches to qualitative content analysis. Qualitative Health Research 15(9): 1277–1288, 1968.

JAY, M.. The Dialectical Imagination: A History of the Frankfurt School and the Institute of Social Research 1923–1950. Berkeley, CA; Los Angeles, CA; London: University of California Press, 1996 [1973].

KEESING-STYLES, L.. The relationship between critical pedagogy and assessment in teacher education. Radical Pedagogy 5(1): 1–20, 2003.

KORTHAGEN FRED, A. J.. In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1): 77–97,2004.

KRANTZ, J.. Styrning och mening - anspr k p professionellt handlande i lärarutbildning och skola [Steering and meaning - claims for professional actions in teacher education and schools]. Diss. Växj : Växj University Press, 2009.

LYNCH, K.; GRUMMELL, B.; DEVINE, D.. New Managerialism in Education Commercialization, Carelessness and Gender. New York: Palgrave Macmillan, 2012.

MCLAREN, P. L.. Revolutionary pedagogy in post-revolutionary times: Rethinking the Political economy of Critical Education. Educational Theory 48: 432–462, 1998.

MOONEY SIMMIE, G.. The Pied Piper of Neo Liberalism Calls the Tune in the Republic of Ireland: An Analysis of Education Policy Text from 2000-2012. The Journal for Critical Education Policy Studies, 10(2), 485-514, 2012.

MOONEY SIMMIE, G.; EDLING S.. Ideological Governing Forms in Education and Teacher Education: a Comparative Study between highly secular Sweden and highly nonsecular Republic of Ireland. NordSTEP, 2, 1-12. Murray J (2008) Towards the rearticulation of the work of teacher educators in higher education institutions in England. European Journal of Teacher Education, 31, 17–34, 2016.

O’SULLIVAN, D.. Cultural Politics and Irish Education since the 1950S: Policy Paradigms and Power. Dublin: Institute of Public Administration, 2005.

O’BUACHALLA, S.. Education Policy in Twentieth Century Ireland. Dublin: Wolfhound Press., 1988. En förnyad lärarutbildning [A renewed teacher education]. Stockholm:Fritzes. Prop.(2009/10:89) Bäst i klassen – en ny lärarutbildning [Best in class – A new teacher education]. Stockholm: Fritzes. Prop. (1999/2000:135).

ROHSTOCK, A.; TRÖHLER, D.. From the sacred nation to the united globe: Changing leitmotifs in teacher training in the Western world 1870–2010. In: BRUNO-JOFRÉ R.; JOHNSTON, J.S.. (eds) Teacher Education in a Transnational World. Toronto, ON, Canada; Buffalo, NY; London: University of Toronto Press, pp.96–110, 2014.

RÖNNBERG, L.. From national policy-making to global edu-business: Swedish edupreneurs on the move. Journal of Education Policy 32(2): 234–249, 2017.

Downloads

Publicado

2019-04-30

Como Citar

EDLING, S. ., & MOONEY SIMMIE , G. . (2019). DEMOCRACIA E EMANCIPAÇÃO NA FORMAÇÃO DE PROFESSORES: UMA ANÁLISE DE CONTEÚDO SOMATIVA DA ATRIBUIÇÃO DEMOCRÁTICA DE FORMADORES DE PROFESSORES EXPRESSA EM POLÍTICAS PARA FORMAÇÃO DE PROFESSORES NA SUÉCIA E NA IRLANDA DE 2000 A 2010. Linguagens, Educação E Sociedade, (41), 220-242. https://doi.org/10.26694/les.v0i41.8748

Edição

Seção

Dossiê Temático