TECHNOLOGICAL HIGHER EDUCATION AND TEACHING IDENTITY

Authors

  • Paulo Fossatti Centro Universitário La Salle - Canoas
  • Suzana Trevisan Instituto Federal Sul-rio-grandense, Campus Sapucaia do Sul.

DOI:

https://doi.org/10.14210/contrapontos.v14n3.p569-585

Keywords:

Teacher identity, Teaching knowledge, Technological Higher Education.

Abstract

This article aims to review the literature focused on the construction of identity of Brazilian teachers in technological higher education who do not have specific training for this teaching. In addition to the Brazilian legislation, the research focuses on the assumptions of the Piagetian Constructivism, by the reflection of Paulo Freire in the critical construction of knowledge and the questioning of teaching knowledge in the light of Tardif. The findings of the research indicate the construction of a teacher’s identity that is based on the construction of knowledge; on the initial and continuing education of the teacher; in the experience of the teaching knowledge defended by Tardif; in the historic rescue of Professional Education and the guidelines for Brazilian Technological Higher Education.

Author Biographies

Paulo Fossatti, Centro Universitário La Salle - Canoas

Doutorado em Educação pela PUCRS. Pós-doutoramento pela Universidade do Algarve. Reitor e professor do Centro Universitário La Salle de Canoas

Suzana Trevisan, Instituto Federal Sul-rio-grandense, Campus Sapucaia do Sul.

Licenciada em Letras (Português/Inglês) pela Universidade Federal do Rio Grande do Sul e Mestre em Educação pelo Centro Universitário UNILASALLE. Professora do Instituto Federal Sul-rio-grandense, Campus Sapucaia do Sul.

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Published

2014-10-30

Issue

Vol. 14 No. 3 (2014)

Section

Articles

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