Cuadernos de la Facultad de Humanidades y Ciencias Sociales. Universidad Nacional de Jujuy
versão On-line ISSN 1668-8104
FARFAN, Susana; JIMENEZ, Leticia e RIESTRA, Dora. Teachers and staff to be launched in the business school. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2010, n.39, pp. 113-121. ISSN 1668-8104.
As part of the research project entitled The University of the street, from the perspective of action research proposed by the socio-discursive interactionism as a theoretical and methodological framework, and Foucauldian discourse analysis (2002), falls our research on the relationship between training and practice of teaching and study of institutional adaptation that involves the acquisition of non-formal learning (linked to UdelaC), ie those that institutions do not provide: learning from inter - with their students, colleagues, managers and other persons in the community of educational practice (Wenger, 2001), and other educational institutions and ministries of Education. The methodology is to compare the prescribed texts (writing) of the profession and the texts (oral) of practice during and after the educational work. The focus of the rapprochement between the teaching of school subjects and ergonomics or work is the analysis that guides the activity-specific analysis:first, the real work, after the prescribed work and finally the interpretation of the same performers. Moreover, the discourse analysis of the various records obtained (interviews, anecdotes, reports) allows to obtain contrasting networks that make comparative work. From the comparison of the inquiries we understand that indeed there is a formal learning process essential for the construction of the teaching role. The team is satisfied with two research groups (one of the UNJU., One of the Comahue.) Two national universities and teacher training institute (IFDC de Bariloche) located in distant regions of our country.
Palavras-chave : Training and teaching practices; Non-formal learning; Learning by interaction; A community of educational practice.