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标题：A teoria do professor refexivo na formação continuada de professores: discurso vazio de conteúdo (The theory of reflective teacher in the continuing education: Void speech)
其他标题：A teoria do professor refexivo na formação continuada de professores: discurso vazio de conteúdo (The theory of reflective teacher in the continuing education: Void speech)
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作者：Silvia Helena Pienta Borges Barbosa ; Maria Cristina da Silveira Galan Fernandes
期刊名称：Revista Eletrônica de Educação
电子版ISSN：1982-7199
出版年度：2018
卷号：12
期号：1
页码：6-19
语种：Portuguese
出版社：Universidade Federal de São Carlos
摘要：Abstract The theory of Reflective Teacher is consonant with teacher continuing education, as both have the practice as their focus. Given the convergence of the themes, the purpose of this article is to analyse the relation between teacher continuing education and the theory of the Reflective Teacher. The aim is to verify if the theory of the Reflective Teacher has guided the actions in teacher continuing education, just as it guides continuing education documents. The research is based on historical and dialectical materialism and was conducted through a qualitative approach and feld research in a small city of São Paulo state. Twelve teacher educators of urban area were interviewed and two different moments of continuing education were observed. The categorization and analysis of the results were done based on the content analysis. The result indicates that the practice is central in the continuing education of these teachers; however, this does not imply the application of the theory of the Re?ective Teacher since there is almost no room for the reflection on the practice. It is also noticeable the lack of connection between theory and practice and the prevalence of a pragmatic and instrumental view of these teacher educators. It is concluded, as a result, that the theory of the Re?ective Teacher is more present in the speech than in the practice and that the current use of this theory is linked to the neoliberal policy for education and has not contributed to the emancipation and critical formation of teachers.