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Estratégias católicas de formação de professores e circulação de modelos culturais e pedagógicos no Brasil e em Portugal
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Este artigo trata das estratégias católicas de formação docente utilizadas no Brasil e em Portugal a partir da circulação de modelos culturais e pedagógicos que contribuiu para configurar os debates e as práticas educacionais nesses dois países. Dois periódicos foram considerados como fontes privilegiadas neste trabalho: O Boletim Catequético e o Boletim Escola Portuguesa. Ambos, destinados a professores, foram analisados considerando as estratégias de produção e práticas discursivas mobilizadas por esses periódicos com o objetivo de formar um perfil de professor que conjugava em si valores e comportamentos coerentes com os projetos educacionais do Estado e da Igreja. O aporte teórico metodológico se apoiou nas representações e nas práticas discursivas desses dois boletins, considerando a circulação de saberes pedagógicos que serviram para configurar saberes inerentes à formação e à profissão docente, a partir da ótica de Nóvoa (1987), Mogarro (2001), Pintassilgo (2011, 2012) e Pintassilgo, Mogarro & Henriques (2010, 2012). A análise desses periódicos permitiu verificar que os projetos educacionais veiculados pelos católicos, tanto no Brasil quanto em Portugal, se valeu de uma amálgama de várias fôrmas para instituir um projeto de educação eficaz em sintonia com os princípios dos regimes de cada país.
This article addresses Catholic strategies for teacher training used in Brazil and Portugal, based on the circulation of cultural and pedagogical models that have helped to configure educational debates and practices in these two countries. Two periodicals, both intended for teachers, were considered as main sources in this work: the (Brazilian) Catechetical Bulletin and the Portuguese School Bulletin. Both periodicals were analyzed with a focus on the production strategies and discursive practices they mobilized to create a profile of the teaching profession or role that unites values and behavior in a way consistent with the educational projects of the Church and State. The methodology is supported theoretically on the basis of the representations and discursive practices of these two bulletins, in terms of the circulation and configuration of pedagogical knowledge inherent to teacher training and the teaching profession, from the perspectives of Nóvoa (1987), Mogarro (2001), Pintassilgo (2011; 2012), and Pintassilgo, Mogarro, and Henriques (2010; 2012). The analysis of the periodicals showed that educational projects disseminated by Catholics and Catholic organizations, in both Brazil and in Portugal, use an amalgamation of different forms to institute an effective educational project in line with the principles of the systems in each country.
This article addresses Catholic strategies for teacher training used in Brazil and Portugal, based on the circulation of cultural and pedagogical models that have helped to configure educational debates and practices in these two countries. Two periodicals, both intended for teachers, were considered as main sources in this work: the (Brazilian) Catechetical Bulletin and the Portuguese School Bulletin. Both periodicals were analyzed with a focus on the production strategies and discursive practices they mobilized to create a profile of the teaching profession or role that unites values and behavior in a way consistent with the educational projects of the Church and State. The methodology is supported theoretically on the basis of the representations and discursive practices of these two bulletins, in terms of the circulation and configuration of pedagogical knowledge inherent to teacher training and the teaching profession, from the perspectives of Nóvoa (1987), Mogarro (2001), Pintassilgo (2011; 2012), and Pintassilgo, Mogarro, and Henriques (2010; 2012). The analysis of the periodicals showed that educational projects disseminated by Catholics and Catholic organizations, in both Brazil and in Portugal, use an amalgamation of different forms to institute an effective educational project in line with the principles of the systems in each country.
Descrição
Palavras-chave
Circulação de modelos culturais Impressos Formação de professores
Contexto Educativo
Citação
Orlando, E. A., & Mogarro, M. J. (2015). Estratégias católicas de formação de professores e circulação de modelos culturais e pedagógicos no Brasil e em Portugal. Revista Diálogo Educacional, 15(46), 749-769.
Editora
Pontifícia Universidade Católica do Paraná