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Research paper thumbnail of UNIVERSIDADE ESTADUAL DE CAMPINAS FACULDADE DE EDUCAÇÃO TESE DE DOUTORADO A TÉCNICA COMO SABER: INVESTIGAÇÃO SOBRE O CONTEÚDO DO CONHECIMENTO DO FAZER

This thesis discusses an alternative for the simplism of the theory-practice formula as an explan... more This thesis discusses an alternative for the simplism of the theory-practice formula as an explanatory reference of the education contents, specially that of vocational training. The main research argument is that the technique is a kind of knowledge having its own epistemological status. In order to examine the technique contents, studies about technical processes of courses for hairdresser, computer programmer, nursing assistant, waiter and cook education are considered. Based on such courses, an interpretative frame of the characteristics of the know-how is proposed, this being understood as an outgrowth of the relations among three different dimensions: information, knowledge, performance. The frame referred to defines knowledge as a result of the interactions among the three above mentioned dimensions. In addition, characteristics of each of the three dimensions are related and analyzed, having in mind the technical knowledge specificity and an instructional treatment suitable for the teaching-learning of the knowhow. For the continuity of the studies introduced with this research, the application of Activity Theory categories is proposed as a way which may shed light upon the technical knowledge, surpassing the limiting pair theory-practice as well as the elusive concept of competence.

Research paper thumbnail of UNIVERSIDADE ESTADUAL DE CAMPINAS FACULDADE DE EDUCAÇÃO TESE DE DOUTORADO A TÉCNICA COMO SABER: INVESTIGAÇÃO SOBRE O CONTEÚDO DO CONHECIMENTO DO FAZER

This thesis discusses an alternative for the simplism of the theory-practice formula as an explan... more This thesis discusses an alternative for the simplism of the theory-practice formula as an explanatory reference of the education contents, specially that of vocational training. The main research argument is that the technique is a kind of knowledge having its own epistemological status. In order to examine the technique contents, studies about technical processes of courses for hairdresser, computer programmer, nursing assistant, waiter and cook education are considered. Based on such courses, an interpretative frame of the characteristics of the know-how is proposed, this being understood as an outgrowth of the relations among three different dimensions: information, knowledge, performance. The frame referred to defines knowledge as a result of the interactions among the three above mentioned dimensions. In addition, characteristics of each of the three dimensions are related and analyzed, having in mind the technical knowledge specificity and an instructional treatment suitable for the teaching-learning of the knowhow. For the continuity of the studies introduced with this research, the application of Activity Theory categories is proposed as a way which may shed light upon the technical knowledge, surpassing the limiting pair theory-practice as well as the elusive concept of competence.

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