Abstract
The requirement of dealing directly with subjectivity brings very peculiar characteristics to education that go beyond the limits of any logical organization. This article focuses on the limits of the metaphor of work in education, on its function of modeling and, thus, explaining the teaching activity. As a donor of a universal sense to human activities, the metaphor of work, which cannot be reduced to the simple displacement of words, rather to the transposition of ingrained sense, became excessive and insufficient to consider the task of human development. In this sense, the introduction of the concept of action to elucidate the teaching activity comes up with representative potential for the practice of the teacher, a place where the work metaphor cannot be fully realized.
Keywords
metaphor; work; teaching