Pedagogical currents, professional education and teachers knowledge: teacher’s profile studie

Authors

DOI:

https://doi.org/10.5585/2025.27209

Keywords:

pedagogical currents, teacher training, teacher’s knowledge

Abstract

Organized themes can be expressed in pedagogical practices, based on different perspectives of theoretical knowledge, in addition to teachers' experiential knowledge. This study discusses teaching knowledge and pedagogical trends based on studies of educational sciences, in order to understand the strategies of different educational methodologies that are developed in the teaching and learning process. The objectives of this research are to identify the different pedagogical trends that underlie teaching knowledge and work; and to describe the educational lines that form different teaching practices. It is based on research on teaching knowledge and work, according to Tardif, and on the theoretical contributions of educational sciences. The methodology used, a qualitative approach, is based on the study of pedagogical trends, according to Libâneo and Mizukami, which deal, respectively, with educational trends of the 20th century and theoretical approaches to the teaching process, in order to identify teaching methodologies, through a thematic analysis based on the classification proposed by these authors. The contributions of educational sciences and pedagogical studies that underpin the educational methodologies of teaching work are relevant.

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Author Biographies

Rodrigo Avella Ramirez, Centro Estadual de Educação Tecnológica Paula Souza – CEETEPS

PhD in Education, Art and History of Culture, from Mackenzie University, SP; research professor in the postgraduate program in Management and Development of Professional Education, at the Postgraduate, Extension and Research Unit (UPEP), of CEETEPS.

 

Rosália Maria Netto Prados, Centro Estadual de Educação Tecnológica Paula Souza - CEETEPS

PhD in Semiotics and General Linguistics from the University of São Paulo (USP); research professor in the postgraduate program in Management and Development of Professional Education, at the Postgraduate, Extension and Research Unit (UPEP), of CEETEPS

References

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https://periodicos.unb.br/index.php/fmc/article/view/20237/18651 Acesso em 22 maio 2024.

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GATTI, B.A, BARRETTO, E.S., ANDRÉ, M.E.D.A., ALMEIDA, P.C.A. Professores do Brasil: Novos Cenários de Formação. Brasília: UNESCO, 2019. Disponível em https://www.fcc.org.br/fcc/wp-content/uploads/2019/05/Livro_ProfessoresDoBrasil.pdf Acesso em 13 abr 2023.

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MIZUKAMI, M.G.N. Ensino: as abordagens do processo. São Paulo: E.P.U. 1986.

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TARDIF, M. Saberes Docentes e Formação Profissional. 17ºedição. Petrópolis, SP: Vozes, 2014.

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Published

2025-03-12

How to Cite

RAMIREZ, Rodrigo Avella; PRADOS, Rosália Maria Netto. Pedagogical currents, professional education and teachers knowledge: teacher’s profile studie . EccoS – Revista Científica, [S. l.], n. 72, p. e27209, 2025. DOI: 10.5585/2025.27209. Disponível em: https://periodicos.uninove.br/eccos/article/view/27209. Acesso em: 17 mar. 2025.

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