The constitution of teacher identity and its implications on the educational practices from teachers of a community university
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Estudos Pedagógicos (Online) |
Texto Completo: | https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4177 |
Resumo: | Identity is a process that emerges from the perception we have about ourselves as historical subjects, built according to the context, experiences and relationships that each person establishes with others and with the world. This text aims to identify and analyze the factors that influenced the constitution of the teaching identity and its implications on the educational practices of a group of higher education teachers of a community university. The research followed a qualitative, descriptive approach, through a semi-structured interview. The teachers were questioned in a way that they could recall their personal and professional life trajectory. For this investigation, we found theoretical contributions in studies on the theme of professional identity in the works of Dubar (2005) and higher education teacher training in Pimenta and Anastasiou (2014), among other authors who contribute to the research theme. Data analysis was based on the Textual Discursive Analysis of Moraes and Galiazzi (2016), which proposes three stages: dismantling the texts, establishing relationships and capturing the new emerging. According to the teachers' statements, analyzed in the light of the theoretical framework, we consider that the teacher has their/an entry to higher education teaching by the investigative profile, making their initiation full of insecurity due to the lack of specific knowledge of teaching. The professional is constituted and identified with the occupation along the teaching path by practical knowledge, resulting from human interactions established in the academic daily life. Such knowledge needs to be critically reflected according to the references of the field of education. Therefore, within the institution, continued professionalization processes are necessary, which enable the knowledge of practice to be problematized and reconstructed by teachers, both individually and collectively. |
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The constitution of teacher identity and its implications on the educational practices from teachers of a community universityLa constitución de la identidad docente y sus implicaciones en las prácticas educativas de los profesores de una universidad comunitariaA constituição da identidade docente e suas implicações nas práticas educativas de professores de uma universidade comunitáriaidentityhigher educationteacher education.educación superiorformación de profesoresidentidad profesional.ensino superiorformação de professoresidentidade profissional.Identity is a process that emerges from the perception we have about ourselves as historical subjects, built according to the context, experiences and relationships that each person establishes with others and with the world. This text aims to identify and analyze the factors that influenced the constitution of the teaching identity and its implications on the educational practices of a group of higher education teachers of a community university. The research followed a qualitative, descriptive approach, through a semi-structured interview. The teachers were questioned in a way that they could recall their personal and professional life trajectory. For this investigation, we found theoretical contributions in studies on the theme of professional identity in the works of Dubar (2005) and higher education teacher training in Pimenta and Anastasiou (2014), among other authors who contribute to the research theme. Data analysis was based on the Textual Discursive Analysis of Moraes and Galiazzi (2016), which proposes three stages: dismantling the texts, establishing relationships and capturing the new emerging. According to the teachers' statements, analyzed in the light of the theoretical framework, we consider that the teacher has their/an entry to higher education teaching by the investigative profile, making their initiation full of insecurity due to the lack of specific knowledge of teaching. The professional is constituted and identified with the occupation along the teaching path by practical knowledge, resulting from human interactions established in the academic daily life. Such knowledge needs to be critically reflected according to the references of the field of education. Therefore, within the institution, continued professionalization processes are necessary, which enable the knowledge of practice to be problematized and reconstructed by teachers, both individually and collectively.A identidade é um processo que emerge da percepção que temos sobre nós mesmos como sujeitos históricos, construída de acordo com o contexto, as vivências e as relações que cada pessoa estabelece comos outros e com o mundo. Este texto objetiva identificar e analisar os fatores que influenciaram na constituição da identidade docente e as suas implicações nas práticas educativas de um grupo de professores do ensino superior de uma universidade comunitária. A pesquisa seguiu uma abordagem qualitativa, de caráter descritivo, por meio de uma entrevista semiestruturada. Os professores foram questionados de forma que pudessem rememorar sua trajetória de vida pessoal e profissional. Para esta investigação, encontramos aportes teóricos nos estudos acerca da temática “identidade profissional” na obra de Dubar (2005) e sobre a formação do professor do ensino superior em Pimenta e Anastasiou (2014), entre outros autores. A análise dos dados foi fundamentada na Análise Textual Discursiva de Moraes e Galiazzi (2016), que propõe três momentos: desmontagem dos textos, estabelecimento das relações e captação do novo emergente. De acordo com as afirmações dos professores, analisadas à luz do referencial teórico, consideramos que o professor tem seu ingresso na docência do ensino superior pelo perfil investigativo, tornando sua iniciação repleta de insegurança pela falta de conhecimentos específicos da docência. Esse profissional vai constituindo-se e identificando-se com a profissão no decorrer da trajetória docente pelos saberes práticos, resultantes das interações humanas estabelecidas no cotidiano acadêmico. Tais saberes necessitam ser refletidos criticamente segundo os referenciais do campo da educação. Por isso, são necessários, no âmbito da instituição, processos de profissionalização continuados que possibilitem que os saberes da prática sejam problematizados e reconstruídos pelos professores, tanto individual como coletivamente. La identidad es un proceso que surge de la percepción que tenemos de nosotros mismos como sujetos históricos, construida según el contexto, las vivencias y las relaciones que cada persona establece con los demás y con el mundo. Este texto tiene como objetivo identificar y analizar los factores que influyeron en la constitución de la identidad docente y sus implicaciones en las prácticas educativas de un grupo de profesores de educación superior en una universidad comunitaria. La investigación siguió un enfoque cualitativo y descriptivo, por medio de una entrevista semiestructurada. Se interrogó a los docentes para que recordaran su trayectoria de vida personal y profesional. Para esta investigación, encontramos aportes teóricos en los estudios sobre el tema “identidad profesional” en el trabajo de Dubar (2005) y sobre la formación de profesores de educación superior en Pimenta y Anastasiou (2014), entre otros autores. El análisis de datos se basó en el Análisis Textual Discursivo de Moraes y Galiazzi (2016), que propone tres etapas: desmantelar los textos, establecer relaciones y captar lo nuevo emergente. De acuerdo a las declaraciones de los profesores, analizadas a la luz del marco teórico, consideramos que el ingreso del profesor a la docencia de la educación superior se debe al perfil investigativo, haciendo que su iniciación esté cargada de inseguridad por la falta de conocimientos docentes específicos. Este profesional se construye y se identifica con la profesión a lo largo de la trayectoria docente por medio de conocimientos prácticos, resultado de las interacciones humanas establecidas en la rutina académica. Este conocimiento debe reflejarse críticamente, de acuerdo con las referencias, en el campo de la educación. Por tanto, es necesario, en el ámbito de la institución, procesos de profesionalización continuos que permitan problematizar y reconstruir el conocimiento de la práctica por parte de los docentes, tanto individual como colectivamente.INEP2021-11-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/417710.24109/2176-6681.rbep.102i262.4177Revista Brasileira de Estudos Pedagógicos; v. 102 n. 262 (2021)Revista Brasileña de Estudios Pedagógicos; Vol. 102 Núm. 262 (2021)Brazilian Journal of Pedagogical Studies ; Vol 102 No 262 (2021)2176-66810034-718310.24109/2176-6681.rbep.102i262reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4177/402310.24109/2176-6681.rbep.102i262.4023Copyright (c) 2021 Revista Brasileira de Estudos Pedagógicoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAparecida Colognese Rech, RoseBoff, Eva Teresinha de Oliveira 2022-08-27T12:22:41Zoai:ojs3.inep:article/4177Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2022-08-27T12:22:41Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false |
dc.title.none.fl_str_mv |
The constitution of teacher identity and its implications on the educational practices from teachers of a community university La constitución de la identidad docente y sus implicaciones en las prácticas educativas de los profesores de una universidad comunitaria A constituição da identidade docente e suas implicações nas práticas educativas de professores de uma universidade comunitária |
title |
The constitution of teacher identity and its implications on the educational practices from teachers of a community university |
spellingShingle |
The constitution of teacher identity and its implications on the educational practices from teachers of a community university Aparecida Colognese Rech, Rose identity higher education teacher education. educación superior formación de profesores identidad profesional. ensino superior formação de professores identidade profissional. |
title_short |
The constitution of teacher identity and its implications on the educational practices from teachers of a community university |
title_full |
The constitution of teacher identity and its implications on the educational practices from teachers of a community university |
title_fullStr |
The constitution of teacher identity and its implications on the educational practices from teachers of a community university |
title_full_unstemmed |
The constitution of teacher identity and its implications on the educational practices from teachers of a community university |
title_sort |
The constitution of teacher identity and its implications on the educational practices from teachers of a community university |
author |
Aparecida Colognese Rech, Rose |
author_facet |
Aparecida Colognese Rech, Rose Boff, Eva Teresinha de Oliveira |
author_role |
author |
author2 |
Boff, Eva Teresinha de Oliveira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Aparecida Colognese Rech, Rose Boff, Eva Teresinha de Oliveira |
dc.subject.por.fl_str_mv |
identity higher education teacher education. educación superior formación de profesores identidad profesional. ensino superior formação de professores identidade profissional. |
topic |
identity higher education teacher education. educación superior formación de profesores identidad profesional. ensino superior formação de professores identidade profissional. |
description |
Identity is a process that emerges from the perception we have about ourselves as historical subjects, built according to the context, experiences and relationships that each person establishes with others and with the world. This text aims to identify and analyze the factors that influenced the constitution of the teaching identity and its implications on the educational practices of a group of higher education teachers of a community university. The research followed a qualitative, descriptive approach, through a semi-structured interview. The teachers were questioned in a way that they could recall their personal and professional life trajectory. For this investigation, we found theoretical contributions in studies on the theme of professional identity in the works of Dubar (2005) and higher education teacher training in Pimenta and Anastasiou (2014), among other authors who contribute to the research theme. Data analysis was based on the Textual Discursive Analysis of Moraes and Galiazzi (2016), which proposes three stages: dismantling the texts, establishing relationships and capturing the new emerging. According to the teachers' statements, analyzed in the light of the theoretical framework, we consider that the teacher has their/an entry to higher education teaching by the investigative profile, making their initiation full of insecurity due to the lack of specific knowledge of teaching. The professional is constituted and identified with the occupation along the teaching path by practical knowledge, resulting from human interactions established in the academic daily life. Such knowledge needs to be critically reflected according to the references of the field of education. Therefore, within the institution, continued professionalization processes are necessary, which enable the knowledge of practice to be problematized and reconstructed by teachers, both individually and collectively. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-26 |
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://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4177 10.24109/2176-6681.rbep.102i262.4177 |
url |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4177 |
identifier_str_mv |
10.24109/2176-6681.rbep.102i262.4177 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4177/4023 10.24109/2176-6681.rbep.102i262.4023 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Revista Brasileira de Estudos Pedagógicos https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Revista Brasileira de Estudos Pedagógicos https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
INEP |
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INEP |
dc.source.none.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos; v. 102 n. 262 (2021) Revista Brasileña de Estudios Pedagógicos; Vol. 102 Núm. 262 (2021) Brazilian Journal of Pedagogical Studies ; Vol 102 No 262 (2021) 2176-6681 0034-7183 10.24109/2176-6681.rbep.102i262 reponame:Revista Brasileira de Estudos Pedagógicos (Online) instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) instacron:INEP |
instname_str |
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
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INEP |
institution |
INEP |
reponame_str |
Revista Brasileira de Estudos Pedagógicos (Online) |
collection |
Revista Brasileira de Estudos Pedagógicos (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
repository.mail.fl_str_mv |
||tania.castro@inep.gov.br |
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