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Continuing training of teachers: when experience and teacher knowledge are limited to lived life

The article discusses the concepts of teaching experience and knowledge found in articles on continuing training of teachers of Physical Education. For this purpose, the most recurrent theoretical framework in the treatment of these notions is identified and discussed in the light of the categories of experience present in the works of W. Benjamin and T. Adorno. The current valorization of teacher experience and knowledge puts into question the instrumental rationality of teaching practices, but preserves the hypertrophy of means and procedures, now seen as singular, intuitive and resulting from the professional practice. What is called experience and the knowledge that comes from it remain limited to its direct usefulness for an immediate praxis.

Continuing training of teachers; experience; teacher knowledge; Physical Education; critical theory

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