Resistance to Changes in the Field of the Education (original) (raw)
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This text summarizes the arguments guiding a research on the ideas of teachers from São Paulo, Brazil, regarding school education. The research concluded that the teach-ers' ideas are rooted on a classical, humanist, scientific-based schooling model, and that teachers resist practices that oppose this model. The text presents the grounds for the re-search's hypothesis: that, whenever there is dissonance between the ideas about education held by those who foster educational reforms and the ideas of teachers, the latter present some form of resistance. Teacher's ideas stem from the socialization of members of this professional category, especially during the period of their basic education. The hypothesis contradicts the common statement of an important portion of the literature on the subject of teacher resistance, according to which that resistance is due to poor teacher training. resumo Este texto sintetiza argumentos elaborados para situar uma pesquisa sobre ideias de docentes paulistas a respeito de educação escolar, tendo concluído que as ideias docen-tes estão fundadas no modelo de escola clássica humanista de base científica e que resis-tem às práticas contrárias a esse modelo. Dessa pesquisa, são apresentados aqui apenas os
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Nowadays, a demand is strongly expressed concerning education’s modernization. Schools are required to ‘change’ and adapt to contemporary demands. Greek State promotes many changes, such as institutional, changes in the curriculum’s content and structure and other innovations. Teachers are the persons asked to implement those changes. One aspect of educational changes concerns the methods used mostly by teachers in the implementation of educational changes. The main aim of the present study was to investigate the causes that according to teachers’ opinion, many educational changes are annulled. A questionnaire was given to teachers who work in State Primary Schools in the city of Patras in the South West of Greece.