Saber pedagógico: fundamento del ejercicio docente.
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| Title: | Saber pedagógico: fundamento del ejercicio docente. |
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| Alternate Title: | Pedagogical Know-how: The Basis of Teaching Practice. Saber pedagógico: fundamento do exercício docente. |
| Authors: | Sánchez-Amaya, Tomás1 tsancheza@udistrital.edu.co, González-Melo, Hamlet Santiago1 hsgonzalezm@udistrital.edu.co |
| Source: | Educación y Educadores. may-ago2016, Vol. 19 Issue 2, p241-253. 13p. |
| Subject Terms: | *Education theory, *Pedagogical content knowledge, *Teacher training, *Interpersonal relations, *Evaluation of teaching, *Theory of knowledge |
| Abstract (English): | This critique involves a descriptive and interpretative analytical exercise that explores the validity, importance and necessity of redefining the teacher's pedagogical know-how, inasmuch as it is fundamental knowledge for teaching practice. The analysis involves initial considerations about knowledge in general and the characterization of pedagogical know-how in particular, the idea being to situate the analysis in a specific field; namely, that of Foucault's archeology. Several relationships are addressed succinctly, specifically ones that are connatural between pedagogical know-how and power (as a manifestation of human relations), and are woven into the act of teaching. A brief inventory of the elements that make up pedagogical know-how is provided as well. The exercise ends by asking if it is the teacher who is the master custodian, possessor, builder and rebuilder of that know-how. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El presente artículo de refl exión comporta un ejercicio analítico descriptivo e interpretativo, que indaga por la vigencia, importancia y necesidad de resignificar el saber pedagógico del docente, en tanto saber fundamental de su práctica. En el análisis, se realizaron unas consideraciones iniciales en torno al saber en general y la caracterización del saber pedagógico en particular, con el objeto de ubicar la analítica en un campo específi co: la arqueología, desde una perspectiva foucaultiana. A continuación, se abordaron de manera sucinta algunas relaciones que son connaturales entre el saber pedagógico y el poder (en tanto manifestación de las relaciones humanas), que se traman en la acción pedagógica. Se realizó, posteriormente, un breve inventario de los elementos que confi guran el saber pedagógico; el ejercicio fi naliza con el cuestionamiento de si es el maestro el sujeto depositario, poseedor, constructor y reconstructor de dicho saber. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo de reflexão compreende um exercício analítico descritivo e interpretativo que questiona sobre a validade, a importância e a necessidade de ressignificar o saber pedagógico do docente enquanto saber fundamental de sua prática. Na análise, foram realizadas considerações iniciais sobre o saber em geral e a caracterização de saber pedagógico em particular, com o objetivo de posicionar a analítica num campo específico: a arqueologia, sob uma perspectiva foucaultiana. A seguir, foram abordadas, de maneira sucinta, algumas relações que são conaturais entre o saber pedagógico e o poder (enquanto manifestação das relações humanas), que são estabelecidas na ação pedagógica. Em seguida, realizou-se um breve inventário dos elementos que configuram o saber pedagógico; o exercício finaliza com o questionamento de se é o mestre o sujeito depositário, possuidor, construtor e reconstrutor desse saber. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This critique involves a descriptive and interpretative analytical exercise that explores the validity, importance and necessity of redefining the teacher's pedagogical know-how, inasmuch as it is fundamental knowledge for teaching practice. The analysis involves initial considerations about knowledge in general and the characterization of pedagogical know-how in particular, the idea being to situate the analysis in a specific field; namely, that of Foucault's archeology. Several relationships are addressed succinctly, specifically ones that are connatural between pedagogical know-how and power (as a manifestation of human relations), and are woven into the act of teaching. A brief inventory of the elements that make up pedagogical know-how is provided as well. The exercise ends by asking if it is the teacher who is the master custodian, possessor, builder and rebuilder of that know-how. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2016.19.2.4 |
