The public policies across the history of education of a science teacher: an analysis from the Habermasian thought

dc.creator	Lizete Maria Orquiza de Carvalho
dc.creator	Daisi Teresinha Chapani
dc.date	2009-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:15Z
dc.date.available	2015-07-20T22:16:15Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/c76741921bfb43578fc8c0528bf104e2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18327
dc.description	This paper is part of a larger study on the relations between the public policies and the history of education of science teachers. The leading theoretical benchmark used is the Habermas’s Theory of Communicative Action. The data were taken from a semi-structured interview to a female science teacher, submitted to content analysis. As a result, the understanding on the implementation of teaching education policies was enlarged. It was also noted that, although surrounded by systemic imperatives, there are traces of communicative rationality, which need to be increased. We believe that the current education of science teachers – based on instrumental rationality – obstructs teachers’ self-perception as political individuals. If the communicative rationality theory based their education models, this could enable the development of their critical and emancipating abilities.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/?go=artigos&idEdicao=44
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 14, Iss 3, Pp 321-339 (2009)
dc.subject	Public policies
dc.subject	Teacher education
dc.subject	Theory of Communicative Action
dc.subject	Habermas
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	The public policies across the history of education of a science teacher: an analysis from the Habermasian thought
dc.type	article