Teachers’ knowledge and Brazilian pedagogical thinking: perspectives and intersections based on teachers’ narratives

Abstract

The problem that underlies this research points to the need to deconstruct the purely technical conception of teaching, based on the understanding that the teacher’s action is a merely bureaucratic action, instrumental in the reliable transmission of historically elaborated knowledge. Contrary to this strictly technical conception, we seek to contribute to the construction of the understanding that teachers are critical intellectuals. Thus, the general objective of this article is to understand the relationships established between teaching knowledge and Brazilian pedagogical thinking and the specific objectives are: to understand what teaching knowledge is, its characteristics and specificities; to analyze, according to teaching narratives, the relationships that teachers establish between teaching knowledge and Brazilian pedagogical thinking. The methodology adopted is qualitative. For the collection of empirical data, a narrative interview was used, as directed by Jovchelovitch and Bauer (2012). To analyze the data from the interviews, the Content Analysis technique developed by Bardin (2011) was used. The results show that, according to the different pedagogical theories, teachers also develop, along the historical path, the knowledge of the content, the experience, the teaching technique, the dialogue that generates learning and the pedagogical knowledge.