FE - Artigos publicados em periódicos

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Crítica à razão gestionária na educação: o ponto de vista do trabalho
(2014-03) Alves, Wanderson Ferreira
Da atividade humana entre paideia e politeia: saberes, valores e trabalho docente
(2012-06) Cunha, Daisy Moreira; Alves, Wanderson Ferreira
The article analyses ‘approaches’, coming from various fields of study that are concerned with the teacher’s knowledge base, with a view to making a contribution to the notion of “activity”; what it can offer to those interested in understanding the scope of the work carried out by teachers and how this understanding can help them to improve their work. The aim is to elaborate, in this fashion, a theoretical basis for explo- ring the range of 'understandings' possessed by the teacher, but with no pretension of exhausting the universe of existing questions, but rather, taking the investigation for- wards, indicating the appropriate path for unpackaging the problems encountered. Firstly, the approaches found in the research on teachers’ knowledge, are presented; secondly, the objective is to highlight an aspect that may be implicit, yet recurrent, in parts of this research. Lastly, contributions are made from ergonomics, of a Francophone base using an approach for the work that is ‘ergo’-logical (anotherwords, the answer is implicit in the question) providing a perspective that emphasizes the impor- tance of tackling the work from the notion of ‘activity’. Such an approach – we wager – when based on a foundation of work that takes ‘activity’ as its focus, will increase ino- vative forms of knowledge production and lead to inovative ways of carrying out research into education, research that will make teachers the focal point, focusing on their work and their knowledge base.
Docência universitária e avaliação: desafios para a Educação Física
(2005-12) Alves, Wanderson Ferreira
El objetivo de este texto es discutir la evaluación en la enseñanza superior y algunas de sus implicaciones en la formación de profesores, particularmente problematizando el campo de la educación física. Comprendiendo que la categoría "evaluación" tiene un lugar central en la organización del trabajo pedagógico, buscamos repensar la formación docente en educación física trayendo la evaluación para el centro de las carreras de formación. Al concluir el texto, apuntamos la importancia de que se conceda una mayor atención a la evaluación en las carreras de formación inicial, como también la necesidad de que los docentes universitarios reflexionen acerca de sus propias prácticas evaluativas.
A educação aprende com o homem a continuar o trabalho da vida: educação, trabalho e saúde em algumas experiências fundadoras
(2015-06) Cunha, Daisy Moreira; Alves, Wanderson Ferreira
This paper addresses some significant formulations linking work and training that were developed in Italy, France and Brazil and concern issues related to workers’ health. It presents and discusses some initiatives, undertaken in different locales and at various moments, which strengthened – and continue to strengthen – the notion of man and woman as political subjects. What’s distinctive about these initiatives – and a common thread that binds them – is the fact that they prioritize workers, their work, and their knowledge. This is a theoretical text that draws upon contributions from different spheres of knowledge, such as studies in the areas of workers’ health, education, and philosophy. Emphasis is placed on the fact that while popular education departs from the premise that workers are understood to be the subjects of the processes in which they’re inserted, the same is not true when discussing work in the context of wage relations or health and illness issues in the work environment. However, there exist perspectives that offer alternative insights regarding the issues and allow for the creation of counter-hegemonic practices.
A formação contínua e a batalha do trabalho real: um estudo a partir da escola pública de ensino médio
(2009-08) Alves, Wanderson Ferreira; Fusari, José Cerchi
The objective of this research is to analyse and comprehend how relations are constituted from the qualification, the teaching activity and the policies for continuing education in the Goiás State’s public high schools. It is mainly a qualitative research that took the ergological theory approach on work as its base. The teaching activity was analysed in the State of Goiás and it was sought to point out the activity, the knowledge, satisfaction and sufferings on the job.
Formação continuada e o desenvolvimento profissional do professor: paradigmas, saberes e práticas nos cursos de especialização em Educação Física Escolar
(2005-03) Alves, Wanderson Ferreira
he aim of this study is to understand and analyze the teaching formation paradigm in graduated courses in Physical Education in the state of Goias, Brazil. Two courses were analyzed, one offered by a state university and another by a federal university. We interviewed teachers, students and coordinators of both institutions, as well as analyze their projects for the graduated courses, through a qualitative approach. During this study, we could realize that both courses analyzed are serious courses that look for offering a quality formation to the teachers-students. Both courses had similar perspectives about teaching formation, corresponding to the academic model of continued education. This perspective has its own consequences, as we could realize in the position of teachers- students. The dependence of the time of their professional background, showed perceptions of distance of the courses in relation to the school context, perception of exteriority with the knowledge and, even, the absence of a continuum in the formation. Before the journey of this research and the aspects that we tried to make evident, we point out that, although the academic model of post-formation still has its importance, it’s interesting the constitution of alternative models for graduated courses. Consequently, this implies in a major unity among teachers of universities and schools, as well as a new perspective in teaching formation.
A formação de professores e as teorias do saber docente: contextos, dúvidas e desafios
(2007-08) Alves, Wanderson Ferreira
The purpose of the present text is to investigate how the studies related to teacher knowledge were received within the field of teacher education in Brazil. The main issue here is to understand a bit further, from a dialogue with literature and recent studies, how the scholars of teacher education have perceived the arrival of these new ways of seeing, appreciating and investigating the work of the teacher. The text points out the lack of consensus among the authors selected for the study, and that their arguments can be seen in the context of enunciations that underlie the discussions within the field of teacher education. Such statements exhibit at least three dimensions: epistemological, political, and professional. The first refers to the controversies around the issue of the constitution of the concept of reflective teacher and its philosophical foundations. The second is related to the political meanings and unfolding of the statements. The third dimension is expressed in their potential consequences for the teaching profession. The article concludes by indicating the need to pay attention to three issues in the debates about teacher knowledge and education in Brazil: the risk of, contradictorily, producing an even more alienated teacher; the problem of the quality of the debate in the educational field and, lastly, the importance of establishing a better relationship between the national theoretical tradition and the international literature.
Gestão escolar e o trabalho dos educadores: da estreiteza das políticas à complexidade do trabalho humano
(2010-03) Alves, Wanderson Ferreira
This paper criticizes some ideas surrounding the no- tions of managing and working, ands pinpoints the broadness and complexity of the aspects involving human work. It is a theoreti- cal elaboration that relies on studies in the fields of education, so- ciology of work, work psychology and ergonomics. Its conclusions suggest that the reductive rationality of the complexities present in work situations is also commonly at work in the actions of man- agement, compromising the social purpose of the institutions and having an impact on its employers.
A noção de qualificação do trabalho nas pesquisas em educação: uma análise do GT Trabalho e Educação da ANPEd
(2015-04) Alves, Wanderson Ferreira; Soares Júnior, Néri Emílio
This study aims to analyze the appropriation of labor qualification concept in studies and research presented in GT Labour and Education in ANPEd on the National Scientific Meeting the 10-year interval (2004-2013). During this period were presented 145 papers, but only 15 can be described as papers that address the qualification. Overall these authors, there are few that articulate conceptual and analytical frameworks that show the apprehension of the qualification problem. More over, the works have important theoretical and methodological limitations. The text concludes by stating that the area of education much to gain from a better understanding of the work of sociology developed on this topic and category analysis.
A pesquisa sobre o trabalho e o saber docente no Brasil: perspectivas metodológicas
(2010-06) Alves, Wanderson Ferreira
Studies upon teacher’s knowledge have been well received by most Brazilian scholars who dedicate their research upon teachers’ formation and work. Authors like Maurice Tardif, Donald Shön, Kenneth Zeichner, and António Nóvoa had become recurrent in the educational field literature and some of their investigations and theories had been adopted in academic research. This paper aims to examine some of the perspectives influencing methodological procedures in the studies on teachers’ knowledge and to present some contributions from psychology of work and ergonomics. We conclude pointing out the need to think teaching as human activity of work as well as the importance to recognize that work is something complex and difficult to understand. To ignore this opens the door to not attaining the social objective of the work of teaching.
Quando ensinar não é o mais importante: reflexões sobre o trabalho docente e o ofício de aluno no contexto atual
(2007) Alves, Wanderson Ferreira
The purpose of the present article is to analyze some of the aspects of teachers ́ work and students’ role in the context of deep contemporary changes. The work was developed through theoretical support in authors who discuss in recent studies the issue raised in this article. Whenever possible examples are given about some aspects of the educational policy employed in two Brazilian states, the state of Goiás and the state of São Paulo. The analysis focuses three dimensions. The first dimension is related to the changes in the state’s role and their impact on the educational field, focusing the movement of ‘responsibilization’ and ‘deresponsabilization’ and management. The second dimension refers to teachers’ work, pointing out the education, working conditions and the meaning teaching nowadays have. The third and last one refers specifically to students and the new situations that students have been facing, especially the change from being a client or a consumer, as well as the great array of work market demands and its impact on school. At the end of the article, I raise the hypothesis that the process, in which education has gone through in a society moved by profit, can lead to meaningful changes in the teaching process and in the ethics that guide teachers ́ work.

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