Maurice Tardif

A profissionalização do ensino passados trinta anos: dois passos para a frente, três para trás

RÉSUMÉ: Depuis les années 1980, la professionnalisation domine le discours réformiste international à propos de l’enseignement. Cet texte s’interroge sur les résultats du mouvement de professionnalisation depuis 30 ans. Observe-t-on vraiment une consolidation du mouvement professionnel en ce début du XXIe siècle? Nous allons montrer que, envisagée dans une perspective internationale, l’évolution de l’enseignement n’a rien de linéaire, qu’elle est faite de continuités, de détours, de retours en arrière. De plus, l’enseignement a une évolution inégale selon les pays, voire les régions d’un même pays: il n’évolue pas au même rythme partout et des formes anciennes cohabitent avec des formes contemporaines, ce qui engendre diverses tensions. Finalement, on observe dans un grand nombre de pays des obstacles à la professionnalisation: publics scolaires en difficulté, compétition, marchandisation de l’éducation, etc. Comment dès lors concevoir une véritable professionnalisation?Desde os anos de 1980, a profissionalizacao domina o discurso reformista internacional sobre a educacao. Este texto analisa os resultados do movimento de profissionalizacao nos ultimos trinta anos. E realmente possivel observar uma consolidacao do movimento profissional no inicio do seculo XXI? Vamos mostrar que, vista de uma perspectiva internacional, a evolucao do ensino nada tem de linear, que ela e feita de continuidades, de desvios, de retrocessos. Alem disso, o ensino tem uma evolucao desigual de acordo com os paises, ou ate mesmo de acordo com as regioes num mesmo pais: ele nao evolui no mesmo ritmo por toda parte e formas antigas convivem com formas contemporâneas, o que gera diversas tensoes. Finalmente, observa-se, num grande numero de paises, obstaculos a profissionalizacao: escolas publicas em dificuldade, concorrencia, mercantilizacao da educacao, entre outros. Como, entao, conceber uma verdadeira profissionalizacao?Since the 1980s, professionalization has dominated international reformist ideology regarding teaching. This text questions the result of the professionalization movement over the past thirty years. Is the professional movement truly stronger as we are entering the 21st century? We are going to show that, from an international perspective, the evolution of teaching is far from linear; it consists of recurring patterns, detours, and setbacks. Furthermore, teaching has evolved differently in different countries, even varying among the regions within a single country. Teaching does not evolve with the same rhythm everywhere and traditional and contemporary forms exist side by side, which gives rise to a variety of tensions. Finally, in a large number of countries we observe obstacles to professionalization: school populations facing difficulties, competition, commercialization of education, etc. How, then, can we conceive of attaining real professionalization for teachers?

Difusão da pesquisa educacional entre profissionais do ensino e círculos acadêmicos

Este artigo apresenta os resultados de uma pesquisa feita em Quebec sobre as necessidades, expectativas, representacoes e conhecimentos dos agentes do sistema educativo quanto as formas, modalidades e praticas que utilizam e que poderiam e deveriam utilizar no processo de transferencia e divulgacao de resultados de pesquisa sobre o ensino. Entrevistas semi-estruturadas feitas com os principais agentes do sistema educativo (pesquisadores, responsaveis por associacoes pedagogicas, sindicatos e Ministerio da Educacao) e um estudo realizado com os professores constituem o material no qual baseamos nossa metodologia. A sintese dos dados sugere pistas para a solucao das dificuldades atualmente enfrentadas para a difusao das pesquisas universitarias junto aos professores.

A noção de “profissional reflexivo” na educação: atualidade, usos e limites

1 Language Proficiency Examination ONU; freelance translator; laurapalaciosa@gmail.com ABSTRACT This article proposes to rethink the interpretation and use of Schön’s concept of the “reflective professional”, taking into consideration its high impact and influence in education at the international level, especially in the study of teaching and teacher training. The central thesis supported here is that, in the light of the tradition and philosophy of the humanities and social sciences that structure the intellectual context of the emergence of this idea, the field of education uses an impoverished version and limited reflection. In addition to that, the study aims to revitalize the debate on what is meant by reflection, recovering three alternative ways of thinking about it: as a social experience, as recognition and interaction and as criticism of ideologies and relations of domination.This article proposes to rethink the interpretation and use of Schon’s concept of the “reflective professional”, taking into consideration its high impact and influence in education at the international level, especially in the study of teaching and teacher training. The central thesis supported here is that, in the light of the tradition and philosophy of the humanities and social sciences that structure the intellectual context of the emergence of this idea, the field of education uses an impoverished version and limited reflection. In addition to that, the study aims to revitalize the debate on what is meant by reflection, recovering three alternative ways of thinking about it: as a social experience, as recognition and interaction and as criticism of ideologies and relations of domination.