Professores, Alunos, Escola, Saber – relações atravessadas pela contradição: entrevista com Bernard Charlot
Resumo
Bernard Charlot aborda em entrevista diversos aspectos de suas reflexões teórico-metodológicas. Iniciando pelo tema do saber e sua relação com o fracasso escolar, percorre diferentes aspectos vinculados à educação, desde o tema da contradição enquanto método, o papel da formação na produção da identidade profissional dos professores, até chegar em Michel de Certeau, um dos grandes pensadores contemporâneos, segundo o entrevistado.
Teachers, Students, School, Knowledge - relations run through by contradiction
AbstractIn this interview, Bernard Charlot addresses a number of aspects central to his theoretical-metodological thought. Beginning with the theme of knowledge and its relation to school failure, he will touch different aspects of interest to Education as, for example, the theme of contradiction as method, the role of Teachers’ Education in the production of teachers’ professional identity, and his views on Michel de Certeau, whom the interviewee holds as one of the great contemporary thinkers.
Teachers, Students, School, Knowledge - relations run through by contradiction
AbstractIn this interview, Bernard Charlot addresses a number of aspects central to his theoretical-metodological thought. Beginning with the theme of knowledge and its relation to school failure, he will touch different aspects of interest to Education as, for example, the theme of contradiction as method, the role of Teachers’ Education in the production of teachers’ professional identity, and his views on Michel de Certeau, whom the interviewee holds as one of the great contemporary thinkers.