Aproximações críticas ao corpus teórico de Philippe Perrenoud

Abstract

The present essay searches to analyze the perspective of Philippe Perrenoud about the reflective practice, the teacher knowledge, the pedagogical competence and the ideology linked to these. The interest to reflect upon these categorical notions is grounded in the significant receptivity that such ideas obtained in the Brazilian educational field, being acquitted by the teachers without the critical aspect. The methodological approach comprehends a bibliografic review of selected works which contain a sistematic theoretical criticism on Perrenoud, published in Brazil. In this study, we evidenced that the categories presented by the author reinforce the paradigms of newtechnicism and managerialism, aligned to a blind practicism, which, together, inhibit transformative práxis of structural and structuring aspects of social life.