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Saber pedagógico: fundamento del ejercicio docente.

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Title: Saber pedagógico: fundamento del ejercicio docente.
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]
Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Saber pedagógico: fundamento del ejercicio docente.
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  Data: Pedagogical Know-how: The Basis of Teaching Practice.<br />Saber pedagógico: fundamento do exercício docente.
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  Data: <searchLink fieldCode="AR" term="%22Sánchez-Amaya%2C+Tomás%22">Sánchez-Amaya, Tomás</searchLink><relatesTo>1</relatesTo><i> tsancheza@udistrital.edu.co</i><br /><searchLink fieldCode="AR" term="%22González-Melo%2C+Hamlet+Santiago%22">González-Melo, Hamlet Santiago</searchLink><relatesTo>1</relatesTo><i> hsgonzalezm@udistrital.edu.co</i>
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  Data: <searchLink fieldCode="JN" term="%22Educación+y+Educadores%22">Educación y Educadores</searchLink>. may-ago2016, Vol. 19 Issue 2, p241-253. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Education+theory%22">Education theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+of+teaching%22">Evaluation of teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: 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]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: 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]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educación y Educadores is the property of Universidad de la Sabana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=117822930
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        Value: 10.5294/edu.2016.19.2.4
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        Text: Spanish
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      – SubjectFull: Education theory
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      – SubjectFull: Teacher training
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      – SubjectFull: Interpersonal relations
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      – SubjectFull: Evaluation of teaching
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