Session Information
19 SES 12, The Development of the Postmodern Professional (Part 1)
Symposium
Contribution
This paper is part of an investigation about the school experience of teachers, students and families. It analyzes how you can build a democratic model of school community from school experiences of these three groups. In this paper, we focus on the teachers and the type of relations that they build from their different personal and professional histories. We inquiry if it is possible to create a system that goes beyond the technocratic approaches and individual educational practice, enabling a collaborative framework. To do this we employ narrative strategies and discussion groups in a primary school and one high school. The confluence of the different experiences of teachers brings out the various views about educational practice that each one of them holds. The questions about gender, power relationships, the sense of knowledge, the social and cultural values, the vision on childhood and youth, assumptions on learning, are some of the issues that generate controversy in the relationship between schoolteacher mates. Often, the networks of personal relationships and professional affiliations that are generated in the school environment screen these different views. Beside this, these different views provide a way to build the school community regarding diversity, respect and the conflict.
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