Abstract

SANCHEZ-AMAYA, Tomás  and  GONZALEZ-MELO, Hamlet Santiago. Pedagogical Know-how: The Basis of Teaching Practice. educ.educ. [online]. 2016, vol.19, n.2, pp.241-253. ISSN 0123-1294.  https://doi.org/10.5294/edu.2016.19.2.4.

This critique involves a descriptive and interpretative analytical exercise that explores the validity, importance and necessity of redefining the teacher's pedagogical know-how, inasmuch as it is fundamental knowledge for teaching practice. The analysis involves initial considerations about knowledge in general and the characterization of pedagogical know-how in particular, the idea being to situate the analysis in a specific field; namely, that of Foucault's archeology. Several relationships are addressed succinctly, specifically ones that are connatural between pedagogical know-how and power (as a manifestation of human relations), and are woven into the act of teaching. A brief inventory of the elements that make up pedagogical know-how is provided as well. The exercise ends by asking if it is the teacher who is the master custodian, possessor, builder and rebuilder of that know-how.

Keywords : Education theory; educational knowledge; pedagogical know-how.

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