TEACHING KNOWLEDGE: POLICIES FOR TEACHER’S KNOWLEDGE RECOGNITION IN BRAZILIAN VOCATIONAL EDUCATION

Abstract: This communication discusses the development and implementation of policies for the recognition of knowledge of Basic Technical and Technological Education teachers. Initially, we present the regulatory framework of the process of Knowledge and Competence Recognition (RSC) of these teachers, exploring the way that RSC has been implemented in a vocational education institution through analysis of documents and regulations. In order to discuss the knowledge built through he work, we used ergology contributions, especially the works of Durrive and Schwartz (2007), Schwartz (1998, 2010) and Trinquet (2010). To address the theme “teaching knowledge”, we carried out a bibliographical research with authors such as Schön (1992), Tardif (2002), Therrien (2001), among others, that wrote about the specificity of these knowledge and its importance for teaching. Finally, we point out the need to think about how teacher knowledge recognition’s policies have been constituted and what kinds of knowledge they value.

摘要：本文论述了面向基础技术与工艺教育教师的知识认定政策的制定与实施路径。开篇首先阐明该类教师知识与能力认定（Knowledge and Competence Recognition，RSC）流程的监管框架，并通过文献与制度分析，探究了某职业教育机构中RSC的具体实施模式。为探讨教学实践中生成的知识体系，本文引入了人类工效学（ergology）相关研究成果，重点参考了Durrive与Schwartz（2007）、Schwartz（1998、2010）及Trinquet（2010）的相关著述。围绕“教学知识”这一核心主题，本文开展了系统性文献研究，梳理了Schön（1992）、Tardif（2002）、Therrien（2001）等学者关于此类知识的特殊性及其对教学工作的重要性的相关论述。最后，本文指出需进一步思考教师知识认定政策的构建逻辑，以及其推崇认可的知识类型。