Principles of situated cognition and national curriculum guidelines for training of teachers

Authors

  • Raquel Gomes de Oliveira FCT-Unesp
  • Cristiano Amaral Garboggini Di Giorgi FCT-Unesp

Keywords:

situated cognition, teacher education, teaching practice

Abstract

This article seeks to demonstrate that the concept of situated cognition can be fruitful for teacher training processes and therefore to the pedagogical practice of teaching courses. Thus, we present the theoretical frameworks and approaches brought by this concept and, through them, point out that the national guidelines for training teachers of basic education, both set by the CNE/CP 09/2001 and by the CNE/CP 01/2002, may be more richly operationalized when taking into account the aforementioned theoretical frameworks. We bring further examples of best teaching practices that suggest how this operationalization can happen in practice.

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Author Biographies

Raquel Gomes de Oliveira, FCT-Unesp

Doutora em Educação- Professora do Departamento de Educação da FCT-Unesp de Presidente Prudente-SP.

Cristiano Amaral Garboggini Di Giorgi, FCT-Unesp

Doutor em Educação- Professor do Departamento de Educação da FCT-Unesp de Presidente Prudente-SP.

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Published

2011-10-04

How to Cite

Oliveira, R. G. de, & Di Giorgi, C. A. G. (2011). Principles of situated cognition and national curriculum guidelines for training of teachers. Educação, 34(3). Retrieved from https://revistaseletronicas.pucrs.br/faced/article/view/8011

Issue

Vol. 34 No. 3 (2011): Art, culture, education: mutations

Section

Other Topics

License

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