A FORMAÇÃO SOCIAL DO SABER DOCENTE NO ENSINO MÉDIO

Abstract

This article aims to describe the formation of teaching knowledge during high school as a social construction formed organically and multifaceted in a specific historical context. The main goal of this study is to analyze how "teaching knowledge" manifests itself through the syncretism of multiple factors related to the concrete reality of the school, the students, and the teachers themselves. This intent will be based on a bibliographic and data survey of the Brazilian school reality. The teachers' teaching knowledge is an amalgam that refers to a particular social reality and, at the same time, a universal social reality that does not exclude or deny one another, but that dialectically manifests itself in a specific space and time.