Pedagogy is Autonomy
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CHAPTER 1 - THERE IS NO TEACHING WITHOUT DISCENCE Critical reflection on practice is a requirement of the theory/practice relationship, without which theory will become just words, and practice, activism. There is a process to be considered in the educator's ongoing experience. In everyday life, he receives knowledge – content accumulated by the subject, the student, who knows and transmits it to him. In this sense, teaching is not transferring knowledge, content, nor is training an action by which a creative subject gives form, soul to an indecisive and complacent body. There is no teaching without discence, the two explain each other and their subjects, despite the differences, are not reduced to the condition of objects, one of the other. Those who teach learn by teaching and those who learn teach by learning. Teaching is more than a relative transitive verb, it requires a direct object: those who teach, teach something; it requires an indirect object: to someone, but also teaching does not exist without learning and learning does not exist without teaching. Teaching only exists when it results in learning in which the learner has become capable of recreating or redoing what was taught, that is, in which what was taught was actually learned by the learner. This is the authentic experience required by the practice of teaching-learning. It is a total, directive, political, ideological, epistemological, pedagogical, aesthetic and ethical experience. We are “programmed beings, but to learn” (François Jacob). The learning process can trigger in the learner a growing curiosity that can make him or her more and more creative, or in other words: the more critically the capacity to learn is exercised, the more the “epistemological curiosity” is built and developed, without which we cannot achieve complete knowledge of the object..... http://paraosprofessores.blogspot.com...
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