Jorge Luiz Barcellos da Silva has a degree in Geography - UFRGS, Master in Human Geography - USP, and Ph.D. in Social Sciences - PUC-SP. Leader of the Study and Research Group on Public Schools, Children and Teacher Training-GEPEPINFOR and Vice-Leader of the Research Group: City, Participation and Education. Works in the Research Line: Cities in speeches, memories, cultures and educational practices, at Instituto das Cidades, Campus Zona Leste. Research interests focus mainly on the following themes: Teacher Education in/from the public school, Teacher Education in Geography, Geographic Science Theory and Method, Teaching and Learning Geography, Education Geography, Teachers in cities: urban experiences and school public in suburbs.
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Education is a core element of a human being’s constitution and comprises the social formation processes involved in gaining access to a group’s culture and to ways of being, acting and reflecting. Educational processes and practices occur intentionally or not in different socialization settings. Education happens in relationships between human beings with the goal of forming individuals and it is tied to the civilization process. Starting at the modern era, schools have concentrated the social responsibility to form subjects so as to ensure their participation in the productive system as well as in public life. Educational action presupposes a specific set of conceptions about what is to be human, and such conceptions vary according to social and historical contexts. Education is also related to culture, to values shared by human groups and communities. Education transmits, perpetuates and changes the human experience of culture through the teaching and learning relationship.
Concentration 3:Public Schools, Teacher Formation and Pedagogical Practices
Research developed in this concentration focuses on public schools as an element of social change and on the emancipatory possibilities of school knowledge as it relates to (also emancipatory) teaching staff formative processes – bachelor’s courses and continuing professional development – reflecting specifically on how teachers’ formation comes to play into their pedagogical practices. We aim to analyze the relationships between public policies, teacher formation programs and pedagogical practices by means of research on the formation and professional activities of teachers and educationalists involved in K-12 and higher education. Such research problematizes the following aspects: the constitution of a teaching identity; entering the job market; professional development; the approach of socioeconomic class, race and ethnicity, gender and sexuality. This degree concentration is founded on the understanding that pedagogical actions are situated theoretical-practical activities shaped by the material conditions of those involved, in particular the conditions pertaining to their lives and work.
