Ensinar, Formar: lógica dos discursos constituídos e lógica das práticas

Abstract

The logic of training is one of practice; the logic of teaching is one of established discourse in its internal coherence. In teacher training, four levels of analysis must be distinguished: knowledge as an established discourse in its internal coherence, practice as a directioned and contextualized activity, the practice of knowledge, and the knowledge of practice. Training teachers also means situating knowledge and practices, points that articulate logics, which are heterogeneous and will remain so. The author makes a historical survey of the evolution of the relationship between these two logics in the teaching profession in the twentieth century France.