Docente: professor ou educador?: um olhar sobre sua concepção epistemológica

Abstract

This article aims to investigate some underlying concepts in the practices of teachers, differentiating the teaching performance as a teacher or with an educator, it also discusses the teaching performance in these two perspectives. This research is of an applied nature, since it is aimed at understanding a problem that affects teaching practice, and is characterized by a qualitative and quantitative approach, since it uses both inferences based on the analysis of scientific productions and evaluations of bibliometric indicators. of these productions. As a theoretical basis for this study, three authors were selected who discuss this theme: Rubem Alves, Paulo Freire and Fernando Becker. The research data state that teacher training is a challenge that goes beyond the boundaries of space and time, giving priority to both teaching as a training base and the pedagogue as an education scientist. As for being a teacher or being an educator, it was possible to identify a difference between the two, highlighting the second, as well as the way they act and fit into different concepts based on epistemologies that tend to value (a) the teacher or (b) the student or (c) relationships.