Teachers and their works

Abstract

The work of teachers and professors is more often associated to their procedure (or procedures) than to their productions. Nevertheless, it is the verification of what has been done or produced with their own work what make teachers happy and their task (teaching) meaningful. Based on a definition of oeuvre that retrieves such perspective, this article pretends to go farther and consider teachers’ work, as well as their actions and productions, not only in terms of practical interventions in the classroom but also as a discursive and reflexive production based on such practices. The purpose of this article is also to collect and present some written production on teachers’ pedagogical experiences. This purpose makes part of a course of work which seeks to recover the pedagogical knowledge produced by teachers and professors during the transmission processes, by recognizing at the same time its formative potential and, therefore, the importance of incorporating such knowledge to the formalized instances of professional training.