Teacher’s intellectual formation: considerations on the experience of a research group

Authors

  • Paulo Fioravante Giareta Universidade Federal de Mato Grosso do Sul
  • Matheus Daltoé Assis Faculdade de Filosofia e Ciências - Campus Marília da Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) https://orcid.org/0000-0002-9417-2561

DOI:

https://doi.org/10.36311/2526-1843.2024.v9n14.p4-19

Keywords:

Gramsci, Intellectuals, Integral State, Teacher education

Abstract

Gramsci's writings have had an impact on various fields of knowledge, mainly the education. Using the concepts of intellectuals and the State in an extended perspective, it is possible to understand the ways in which consensus is formed through the school apparatus. Based on Gramsci as a theoretical and practical reference point, this essay aims to expose the ways in which the activities of the GForP - Grupo de Estudo e Pesquisa em Formação de Professores (UFMS/CPTL) has been developed. In order to do this, the study started with an analysis of excerpts from Gramsci's writings and then moved on to discuss the dispute over the intellectual formation of teachers, especially in the way it is materialized within the GForP.

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Published

2024-06-18

Issue

Vol. 9 No. 14 (2024)

Section

Dossiê temático

License

Copyright (c) 2024 Revista Práxis e Hegemonia Popular

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How to Cite

FIORAVANTE GIARETA, Paulo; DALTOÉ ASSIS, Matheus. Teacher’s intellectual formation: considerations on the experience of a research group. Revista Práxis e Hegemonia Popular, [S. l.], v. 9, n. 14, p. 4–19, 2024. DOI: 10.36311/2526-1843.2024.v9n14.p4-19. Disponível em: https://revistas.marilia.unesp.br/index.php/PHP/article/view/16007.. Acesso em: 21 nov. 2024.

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