Representations of teachers' identity: a contribution for policy making
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Data de Publicação: | 2007 |
Tipo de documento: | Artigo |
Título da fonte: | Ensaio (Rio de Janeiro. Online) |
Texto Completo: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/560 |
Resumo: | This paper focus on a research aimed at identifying the representations of the professional identity of teachers of public schools of Rio de Janeiro in face of the challenges posed to the schools in contemporary times. We adopted the structural approach of the social representations proposed by Abric. Data were collected using a free association test with justification and treated by the software EVOC. The participants of the study were 248 subjects, from which 123 teachers of 1st to 4th grade and 125 of 5th to 8th grade. Results indicated significant differences between the representations of the two groups, reflected in the configurations of their central nuclei: In the first group, the nucleus is comprised by a single element – dedication -, although in the close periphery, the term tiresome appears. As to the second group, the terms difficulties and struggle, are distinguished as components of the central nucleus. It was concluded that the teachers of the first grades construct the meaning of being a teacher today around a nucleus traditionally associated to the teaching role, while for those of the 5thto 8th, being a teacher today is to struggle daily against the several difficulties that lie between them and their students. |
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Representations of teachers' identity: a contribution for policy makingRepresentaciones de la identidad docente: una contribucion para la formulacion de politicas educativasRepresentacoes da identidade docente: uma contribuicao para a formulação de politicasRepresentaciones sociales; Identidad del maestro; Trabajo docenteSocial representations; Teacher identity; Teacher's workRepresentacoes sociais; Identidade do professor; Trabalho docenteThis paper focus on a research aimed at identifying the representations of the professional identity of teachers of public schools of Rio de Janeiro in face of the challenges posed to the schools in contemporary times. We adopted the structural approach of the social representations proposed by Abric. Data were collected using a free association test with justification and treated by the software EVOC. The participants of the study were 248 subjects, from which 123 teachers of 1st to 4th grade and 125 of 5th to 8th grade. Results indicated significant differences between the representations of the two groups, reflected in the configurations of their central nuclei: In the first group, the nucleus is comprised by a single element – dedication -, although in the close periphery, the term tiresome appears. As to the second group, the terms difficulties and struggle, are distinguished as components of the central nucleus. It was concluded that the teachers of the first grades construct the meaning of being a teacher today around a nucleus traditionally associated to the teaching role, while for those of the 5thto 8th, being a teacher today is to struggle daily against the several difficulties that lie between them and their students.El artículo presenta una investigación cuyo objetivo es identificar las representaciones sociales de la identidad profesional de los maestros de las escuelas públicas de Rio de Janeiro frente a los desafios contemporaneos que la educacion les presenta. Se ha adaptado el modelo estructural de representacion social propuesto por Abric. Los datos se han recogido usando un tes de asociacion libre y se han tratado mediante el sofware EVOC. Han participado en el estudio 248 maestros, 123 de 1º a 4º grados y 125 de 5º a 8º grados. Los resultados indicaran diferencias significativas entre las representaciones de los dos grupos reflectadas en sus núcleos centrales. En el primer grupo el núcleo esta constituido por un elemento simple –dedicacion- y en la periferia aparece el termino cansancio. En el segundo grupo destacan los terminos dificultad y lucha como componentes del núcleo central. Se concluye que los maestros de 1º a 4º grados construyen su identidad actual alrededor de un núcleo tradicionalmente asociado con el rol del profesor; mientras que para los profesores de 5º a 8º grados, ser maestro hoy es luchar cotidianamente contra las muchas dificultades que aparecen entre ellos y los alumnos.Este artigo focaliza uma pesquisa que teve por objetivo identificar as representacoes da identidade docente construidas por professores da rede pública de ensino fundamental do Rio de Janeiro frente aos desafios postos à escola na contemporaneidade. Optou-se pela abordagem estrutural das representacoes proposta por Abric. Os dados foram coletados por meio de um teste de associação de palavras com justificativa e tratados utilizando osoftware EVOC. Participaram do estudo 248 professores, 123 de 1a a 4a serie e 125 de 5a a 8a. Os resultados indicaram diferencas significativas entre as representacoes dos dois grupos, refletidas nas configuracoes de seus núcleos centrais: no 1º. grupo (1a a 4a serie) o núcleo e constituido por um único elemento –dedicação -,embora na periferia proxima apareca o termo cansativo; e no 2º. (5a a 8a serie), sao destacados os termosdificuldades e luta. Concluiu-se que os professores de 1a a 4a serie parecem atribuir à sua identidade um sentido tradicionalmente associado à funcao docente, enquanto para os de 5a a 8a, ser professor hoje e lutar cotidianamente contra as inúmeras dificuldades que se interpoem entre ele e seus alunos.Fundação CesgranrioAlves-Mazzotti, Alda Judith2007-10-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/560Ensaio: Avaliação e Políticas Públicas em Educação; v. 15, n. 57 (2007): Revista Ensaio - Out./Dez.; 579-5941809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; en; esDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-07-09T16:36:57Zoai:ojs.localhost:article/560Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-07-09T16:36:57Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse |
dc.title.none.fl_str_mv |
Representations of teachers' identity: a contribution for policy making Representaciones de la identidad docente: una contribucion para la formulacion de politicas educativas Representacoes da identidade docente: uma contribuicao para a formulação de politicas |
title |
Representations of teachers' identity: a contribution for policy making |
spellingShingle |
Representations of teachers' identity: a contribution for policy making Alves-Mazzotti, Alda Judith Representaciones sociales; Identidad del maestro; Trabajo docente Social representations; Teacher identity; Teacher's work Representacoes sociais; Identidade do professor; Trabalho docente |
title_short |
Representations of teachers' identity: a contribution for policy making |
title_full |
Representations of teachers' identity: a contribution for policy making |
title_fullStr |
Representations of teachers' identity: a contribution for policy making |
title_full_unstemmed |
Representations of teachers' identity: a contribution for policy making |
title_sort |
Representations of teachers' identity: a contribution for policy making |
author |
Alves-Mazzotti, Alda Judith |
author_facet |
Alves-Mazzotti, Alda Judith |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Alves-Mazzotti, Alda Judith |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Representaciones sociales; Identidad del maestro; Trabajo docente Social representations; Teacher identity; Teacher's work Representacoes sociais; Identidade do professor; Trabalho docente |
topic |
Representaciones sociales; Identidad del maestro; Trabajo docente Social representations; Teacher identity; Teacher's work Representacoes sociais; Identidade do professor; Trabalho docente |
description |
This paper focus on a research aimed at identifying the representations of the professional identity of teachers of public schools of Rio de Janeiro in face of the challenges posed to the schools in contemporary times. We adopted the structural approach of the social representations proposed by Abric. Data were collected using a free association test with justification and treated by the software EVOC. The participants of the study were 248 subjects, from which 123 teachers of 1st to 4th grade and 125 of 5th to 8th grade. Results indicated significant differences between the representations of the two groups, reflected in the configurations of their central nuclei: In the first group, the nucleus is comprised by a single element – dedication -, although in the close periphery, the term tiresome appears. As to the second group, the terms difficulties and struggle, are distinguished as components of the central nucleus. It was concluded that the teachers of the first grades construct the meaning of being a teacher today around a nucleus traditionally associated to the teaching role, while for those of the 5thto 8th, being a teacher today is to struggle daily against the several difficulties that lie between them and their students. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-10-20 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/560 |
url |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/560 |
dc.language.iso.fl_str_mv |
pt; en; es |
language_invalid_str_mv |
pt; en; es |
dc.rights.driver.fl_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Fundação Cesgranrio |
publisher.none.fl_str_mv |
Fundação Cesgranrio |
dc.source.none.fl_str_mv |
Ensaio: Avaliação e Políticas Públicas em Educação; v. 15, n. 57 (2007): Revista Ensaio - Out./Dez.; 579-594 1809-4465 0104-4036 reponame:Ensaio (Rio de Janeiro. Online) instname:Fundação Cesgranrio instacron:CESGRANRIO-2 |
instname_str |
Fundação Cesgranrio |
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CESGRANRIO-2 |
institution |
CESGRANRIO-2 |
reponame_str |
Ensaio (Rio de Janeiro. Online) |
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Ensaio (Rio de Janeiro. Online) |
repository.name.fl_str_mv |
Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio |
repository.mail.fl_str_mv |
ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br |
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