Uma skholé para professores: o estudo como dimensão constitutiva do ofício de professor

Abstract

The present proposition claims the study as a constitutive and basic element of the teacher's work. In this text, we will think about it through activities developed within the scope of initial teacher training, our area of activity (one, teacher of a licentiate course at a public university and the other, teacher of elementary and high level at a public school). Such action allows us to indicate, at first, certain incongruities in the discourse about the professionalization / bureaucratization of the teacher. In this sense, we emphasize that the initial teachers training is increasingly based on a logic of learning and skills development, most of which are aimed at ensuring the insertion in the job market and professional performance adapted to productivist logics. In view of this, we propose to think within the notion of skholé - a free time and a public space - the possibilities of studying the craft not only in its specific contents and methodologies, but especially through its gestures and ways of doing. Therefore, the focus is not on a teaching method, but on the activation of an experimentation developed through observations, thoughts and practices that put the school - and consequently the classroom - as a subject of study. On that account, the practicum, this fundamental stage of initial teachers training, is a time and space of attention at the school. Its subject is the work of the teacher and its matter the elements that constitute this work. To that end, we particularly rely on the writings of Jan Masschelein and Marteen Simons on the notion of scholar and Jorge Larrosa on the work of teacher.