SciELO - Scientific Electronic Library Online

vol.24 issue83The political pedagocical project and the construction of school autonomy and democracy in the social representations of the school councilorsTraditions and contradictions in the Brazilian postgraduate studies author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links


Educação & Sociedade

Print version ISSN 0101-7330On-line version ISSN 1678-4626


DUARTE, Newton. Tacit knowledge and school knowledge in teachers' education (why Donald Schön didn't understand Luria). Educ. Soc. [online]. 2003, vol.24, n.83, pp.601-625. ISSN 0101-7330.

This paper defends that Donald Schön's works on professional education in general and more particularly on teachers' education are based both on an epistemology that devalues scientific knowledge and on a pedagogy that devalues school knowledge. A critical analysis of Schön's concepts of tacit knowledge (or reflection-in-action) and school knowledge is presented. This critical analysis is inserted in the context of a criticism of the currently hegemonic epistemological ideas in the field of studies on teachers' education.

Keywords : Teachers' education; Epistemology of practice; Reflective practitioner; Tacit knowledge; School knowledge.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf epdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License