Resumen de Universitarization of teaching and teacher’s academic readings: practical rationality in the realm of discursive practices
Flavia Medeiros Sarti, Belmira Oliveira Bueno
The study focuses on processes related to the current movement of “universitarization” of teaching inBrazil. It aims at describing and characterizing the ways by which primary teachers received, read andappropriated educational academic texts in a Program aimed at providing ongoing higher-educationtraining to tenured teachers from the São Paulo state public system. Brazilian primary teachers areusually separated from academic practices, therefore they may be thought as “new readers” of textsproduced by the university. The investigation was performed under an ethnographic approach and thefollowing questions were made: which are the representations, practices and knowledge involved inthe readings of teachers of the educational academic texts? How did those readings affect them?Which effects did those discourses suffer, influenced by those readings? The observations andanalyses done provoked considerations on the temporality of uses in the teacher’s educationalreadings, characterized by mobility traces and diversity. In addition, the centrality of their knowledgeand practical interests for the configuration of the professional readings reaffirms the importance ofeducational culture shared among teachers as a source of more appropriate teaching knowledge aswell as an axis for teacher’s permanent education.
