Teacher Authorship:
a mapping over academic researches on Education or Psychology’s areas between 2003 and 2023
Keywords:
Teacher authorship., The State of the Art., Education., Psychology.Abstract
This research aimed to map Brazilian scientific research involving the theme ‘teacher authorship’ between 2003 and 2023. To achieve the State of the Art, we conducted a search in the CAPES Catalog of Theses and Dissertations. In these repositories, we identified six academic dissertations and five theses in the area of ??knowledge of Education or Psychology in the referred period, which represents a small index of research on ‘teacher authorship’. Regarding the question ‘If and how does the text conceptualize the term ‘teacher authorship?’, we observed that 27.27% of the monographs were concerned with explicitly defining the term ‘teacher authorship’, and another 18.18% conceptualized ‘authorship’ (explained and discussed what they understand by the term ‘authorship’). Finally, we observed great diversity in the theoretical and methodological references used, which can contribute to broadening the horizons on the theme in the dynamics of continuing teacher training.
References
AMARAL, M. M. Teacher and Student Authorship: Pillars of sustainability in textual and image production in face-to-face and online educational networks. 2014. 239 f. Thesis (Doctorade in Education) - Estácio de Sá University, Rio de Janeiro, 2014.
AURÉLIO. The Dictionary of the Portuguese Language – 21st Century. v. 3.0, 2004.
BAKHTIN, M. The aesthetics of verbal creation. Translation: Maria E. Galvão Pereira. 2. ed. Sao Paulo, Martins Fontes, 1997.
BRASIL. Authoral Rights Law n. 9610. Brasília, 1998.
BRICENO, E. D. Creativity as a value in the educational process. Psicologia Escolar & Educacional, v. 2, p. 43-51, 1998.
CARDOSO, G. M. M. Teacher Authorship and Creation in the Blog: Challenges and Perspectives in Pedagogical Practice. 2015. 115 f. Dissertation (Professional Master in Management and Technologies Applied to Education) – State University of Bahia, Salvador, 2015.
DA SILVA, M. E. P. Continuing education for multi-series teachers: a look at the impacts of authorship in the production of teacher activities. 2019. 142 f. Dissertation (Professional Master in Contemporany Education) – Federal University of Pernambuco, Caruaru, 2019.
DA LUZ, L. B. Poet Teachers: teacher authorship as an ethical-aesthetic act. 2019. 217 f. Thesis (Doctorade in Education) - Pontifical Catholic University, Rio de Janeiro, 2019.
DONDA, B. The constitution of teaching written in continuing training processes of literacy teachers. 2016. 130 f. Dissertation (Master in Education) - Federal University of Rio de Janeiro, Rio de Janeiro, 2016.
FERREIRA, N. S. A. Research called “The state of the art”. Education&Society. year XXIII, n. 79, p. 257-272, 2002.
FIORENTINI, D.; LORENZATO, S. Research in Mathematics Education: theoretical and methodological approaches. Campinas: Autores Associados, 2006.
FOUCAULT, M. Microphysics of power. Rio de Janeiro: Graal, 1981.
FOUCAULT, M. What is an author? In: FOUCAULT, Michel. Sayings and writings: aesthetics, literature and painting, music and cinema. Rio de Janeiro: Forense, 2001. v. 3, p. 1-44.
GADOTTI, M. Current perspectives on education. São Paulo in Perspective. v. 14, n. 2, abr. 2000, p. 3-11. Disponíble at: https://doi.org/10.1590/S0102-88392000000200002. Acess: 04 jan. 2025.
GATTI, B. A. Teacher training, complexity and teaching work. Educational Dialogues Journal. Curitiba. v.17, n. 53, 2017, p. 721-737.
LANZILLOTTA, A. S. O. Professors’ (and students’) authorship in the regular training of teachers from the initial years of Elementary School. 2018. 140 f. Thesis (Doctorade in Education) - Federal University of Rio de Janeiro, Rio de Janeiro, 2008.
LOMBA, M. L. R.; FARIA FILHO, L. M. Teachers and their professional training: interview with António Nóvoa. Educar Em Revista, n. 38, v.1, p. 1-10, 2022.
MACEDO, R. S. Curriculumacts, formation in action? Ilhéus: Editus, 2011.
MOLON, S. I. Subjectivity and constitution of the subject in Vygotsky. Petrópolis, Rio de Janeiro: Vozes, 2003.
NEVES-PEREIRA, M.; ALENCAR, E. M. L. S. Education in the 21st century and its role in promoting creativity. Revista Psicologia e Educação, v. 1, n. 1, p. 1-10, 2018.
POMMER, C. P. C. R. A process called teacher authorship: articulation between cognition and emotion in the teacher’s work. 2005. 170 p. Dissertation (Master’s in Psychology) - São Marcos University, São Paulo, 2005.
SACRISTAN, J. G. Research Trends in Teacher Training, 1996. Disponible at: www.revistas.ufg.br/index.php/interacao/article/download/1697/1667. Acess: em 17 jul. 2023.
SAGGESE, R. C. D. Q. Narratives and myths in the training educators processes at Sao Paulo Pinacoteca. 2010. 176 f. Dissertation (Master in Education) - City of Sao Paulo University, Sao Paulo, 2010.
SALES, M. A. Architecture of the desire to learn: teacher authorship in debate. 2009. 153f. Thesis (Doctorade in Education) - Federal University da Bahia, Salvador, 2009.
SANTOS, G. A. Perception of teachers from Diamantina, on the planning of Early Childhood Education: Control of pedagogical work and the possibility of teacher authorship. 2018. 119 f. Dissertation (Profissional Master in Education) – Federal University of Jequitinhonha and Mucuri Valleys, Diamantina, 2018.
SOUSA, F. M. da C. Continuing Education and Teacher Authorship of Literacy Teachers Within the Scope of PNAIC. 2020. 80 f. Thesis (Doctorade in Education) - Federal University Foundation of Piauí, Teresina, 2020.
VYGOTSKY, L. S. The social formation of the mind: the development of higher psychological processes. 6 ed., São Paulo: Martins Fontes, 2002. 191 p.
VYGOTSKY, L. S. Construction of Thought and Language. São Paulo: Martins Fontes, 2001. 496 p.
ANEXO A
JOSSO, M. C. Life Experiences and Training. São Paulo: Cortez Editora, 2004.
MAINARDES, J. Policy cycle approach: a contribution to the analysis of educational policies. Educ. Soc., Campinas, vol. 27, n. 94, p. 47-69, jan./abr. 2006.
OSTETTO, L. E. Encounters and enchantments in Early Childhood Education: sharing internship experiences. Campinas: Papirus, 2000.
POMMER, C. P. R. C; CASTANHO, M. I. S. Teacher authorship: the articulation of cognition & emotion in teaching work. In: Anais ... VII Research Colloquium on School Institutions, 2010.
POSSENTI, S. Questions for discourse analysts. São Paulo: Parábola, 2009.
VYGOTSKY, L. S. Pedagogical Psychology. Porto Alegre: Artmed, 2003.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Revista Eletrônica Pesquiseduca, Revista do Programa de Pós-Graduação em Educação - Universidade Católica de Santos (ISSN: 2177-1626) é detentora dos direitos autorais de todos os artigos publicados por ela. A reprodução total dos textos em outras publicações, ou para qualquer outro fim, por quaisquer meios, requer autorização por escrito do editor. Reproduções parciais de artigos (resumo, abstract, mais de 500 palavras de texto, tabelas, figuras e outras ilustrações) deverão ter permissão por escrito do editor e dos autores.
