A PARTIR DA PERSPECTIVA DO PROFESSOR

Gert Biesta

doi:10.15687/rec.v19i2.78942

Autores

Gert Biesta Universidade de Melbourne – Melbourne, Victoria, Austrália. https://orcid.org/0000-0002-5853-4908

DOI:

https://doi.org/10.15687/rec.v19i2.78942

Palavras-chave:

ensino, professores, currículo, didática, escola

Resumo

Neste artigo defendo que, para compreendermos o que é especial e distintivo na educação, deveríamos abordar a educação a partir da perspectiva do professor. Demonstro que essa sugestão vai contra uma tendência no discurso educacional que é de posicionar o aprendiz e sua aprendizagem no centro da atenção. Explico o problema, em especial porque se corre o risco de enfraquecer a importância e unicidade do que os professores realizam e esquecer a posição única que as escolas, colégios e universidades enquanto instituições públicas ocupam nas sociedades contemporâneas. Partindo da perspectiva do professor, defendemos o ensino e a escola que, como discuto em todo este artigo, é fundamental para resistir à contínua ‘aprendificação’ da prática, da política e da pesquisa educacional.

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Biografia do Autor

Gert Biesta, Universidade de Melbourne – Melbourne, Victoria, Austrália.

Doutor em Educação pela Universidade de Leiden, Países Baixos. Doutor Honoris Causa por inúmeras instituições. Em 2026, assumiu a prestigiada posição de Professorial Chair na Faculdade de Educação da University of Melbourne, Austrália.

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