Cognição situada e formação prática para o ensino

Abstract

The authors introduce various perspectives regarding the notion of situated cognition, as well as the theoretical framework used by researchers interested in the concept itself. They emphasize the role of cultural, historical, and contextual points of view while considering the acquisition of knowledge-in-context. They describe how such a perspective can be applied to field-based teacher training in postsecondary institutions in Nort america. The identification of context structures and main components of the two cultures (school and university) in which the prospective teacher navigates, provides a framework for future research programs.