SER-PROFESSOR: construção de identidade em processo autoformativo
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da METODISTA |
Texto Completo: | http://tede.metodista.br/jspui/handle/tede/1184 |
Resumo: | The purpose of this study was to analyze how the teacher-being narrates and interprets himself/herself as subject in the profession, bearing in mind to comprehend in which way this professional constructs the personal/professional identity, being capable of assuring and of negating himself/herself as a subject inside the schoolsystem. It is a research performed with educators from the first and from the sixth grade of Elementary school from the Public network in São Bernardo do Campo and taking a Master s degree in Education. It was opted to interview six educators, from different teaching areas, turning them into authors of this research. The qualitative methodological approach was used prioritizing the educator narrative. To fulfill this methodology the contributions of Maria Isabel Cunga, Ludke and André; Connelly and Clandini were necessary in order to explain the importance of working with this methodology in the perspective of interpreting and comprehending the building of the teaching identity, mainly, in the line of Educators Formation. The educators formation theme and the identity construction was brought to the light of the studies from Pimenta; Brzezinski; Freire; Vianna; Sung; Nóvoa; Ciampa among others. In the analysis scope, some categories throughout this theme were privileged: reasons that drove to the profession choice; perceptions that the teacher has as subject in the profession; conditions of being a teacher temporarily or being a teacher for life ; building of an identity: conditions of subjecting himself/herself to self-assure as a professional subject. While dealing with these categories and, throughout the research; the perceptions of the teachers were considered as being valuable elements to identify the construction of the teaching identity. These considerations are based on the methodological theoretic support that has great contributions to the theme. From this, relations between Social Psychology and Sociology that enable to identify in the educators narrative one lack of satisfaction towards the system. Some teachers go from the own feeling while narrating all discomfort that the institutions proportionate them; others emphasize in an objective way their daily life, outlining and explaining differences in the condition of being a teacher temporarily or being a teacher for life . |
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Almeida, Jane Soares deCPF:13258852520http://lattes.cnpq.br/0927807073677027Barbosa, Joaquim GonçalvesCPF:12589541032http://lattes.cnpq.br/4049058992411561Medeiros,, Arilene Maria Soares deCPF:19891325222CPF:18038461860http://lattes.cnpq.br/6820701430341227Ferreira, Marília de Abreu2016-08-03T16:16:22Z2008-09-252006-09-19FERREIRA, Marília de Abreu. SER-PROFESSOR: construção de identidade em processo autoformativo. 2006. 130 f. Dissertação (Mestrado em Educação) - Universidade Metodista de São Paulo, São Bernardo do Campo, 2006.http://tede.metodista.br/jspui/handle/tede/1184The purpose of this study was to analyze how the teacher-being narrates and interprets himself/herself as subject in the profession, bearing in mind to comprehend in which way this professional constructs the personal/professional identity, being capable of assuring and of negating himself/herself as a subject inside the schoolsystem. It is a research performed with educators from the first and from the sixth grade of Elementary school from the Public network in São Bernardo do Campo and taking a Master s degree in Education. It was opted to interview six educators, from different teaching areas, turning them into authors of this research. The qualitative methodological approach was used prioritizing the educator narrative. To fulfill this methodology the contributions of Maria Isabel Cunga, Ludke and André; Connelly and Clandini were necessary in order to explain the importance of working with this methodology in the perspective of interpreting and comprehending the building of the teaching identity, mainly, in the line of Educators Formation. The educators formation theme and the identity construction was brought to the light of the studies from Pimenta; Brzezinski; Freire; Vianna; Sung; Nóvoa; Ciampa among others. In the analysis scope, some categories throughout this theme were privileged: reasons that drove to the profession choice; perceptions that the teacher has as subject in the profession; conditions of being a teacher temporarily or being a teacher for life ; building of an identity: conditions of subjecting himself/herself to self-assure as a professional subject. While dealing with these categories and, throughout the research; the perceptions of the teachers were considered as being valuable elements to identify the construction of the teaching identity. These considerations are based on the methodological theoretic support that has great contributions to the theme. From this, relations between Social Psychology and Sociology that enable to identify in the educators narrative one lack of satisfaction towards the system. Some teachers go from the own feeling while narrating all discomfort that the institutions proportionate them; others emphasize in an objective way their daily life, outlining and explaining differences in the condition of being a teacher temporarily or being a teacher for life .Este estudo teve por objetivo analisar como o ser-professor se narra e interpretase como sujeito na profissão, tendo em vista compreender de que maneira esse profissional constrói a identidade pessoal/profissional, sendo capaz de afirmar-se ou negar-se como sujeito dentro do sistema-escola? Trata-se de uma pesquisa realizada com educadores de 1º e 2º ano do ciclo I e II do Ensino Fundamental da Rede Pública de São Bernardo do Campo e Mestrandos em Educação. Optou-se por entrevistar seis educadores, de diferentes áreas de ensino, tornando-os autores desta pesquisa. A abordagem metodológica de cunho qualitativo foi utilizadas priorizando a narrativa dos educadores. Para esta metodologia recorreu-se às contribuições de Maria Isabel Cunha; Lüdke; André; Connelly e Clandini que explicitam sobre a importância de trabalhar com essa metodologia na perspectiva de interpretar e compreender a construção da identidade docente, sobretudo, na linha Formação de Educadores. A temática formação docente e construção da identidade foi trazida à luz dos estudos de Pimenta; Brzezinski; Freire; Vianna; Lane; Sung; Nóvoa; Ciampa, entre outros. No âmbito da análise, foram priorizadas algumas categorias ao longo desta temática: razões que levaram à escolha da profissão; percepções que o professor tem de sujeito na profissão; condições de ser e estar na profissão ; sistema e construção da identidade: condições de se sujeitar para se auto-afirmar como sujeito profissional. No trato destas categorias e, ao longo desta pesquisa, foram consideradas as percepções dos professores, como sendo elementos valiosos para identificar da construção de identidade docente. Estas considerações fundam-se no aporte teórico-metodológico que apresentam grandes contribuições referentes à temática. A partir daí, são estabelecidas relações entre Psicologia Social e Sociologia que possibilitam identificar nas narrativas dos educadores uma insatisfação perante o sistema. Alguns professores partem do próprio sentimento ao narrar todo desconforto que as instituições propiciam-lhes; outros enfatizam de modo objetivo seu cotidiano, contornando e explicitando diferenças na condição de ser estar na profissão .Made available in DSpace on 2016-08-03T16:16:22Z (GMT). No. of bitstreams: 1 Marilia Ferreira.pdf: 756855 bytes, checksum: e4a2fcac1fe5dc6176f5a2527a981a67 (MD5) Previous issue date: 2006-09-19application/pdfhttp://tede.metodista.br/jspui/retrieve/2758/Marilia%20Ferreira.pdf.jpgporUniversidade Metodista de São PauloPÓS GRADUAÇÃO EM EDUCAÇÃOUMESPBREducaçãoProfessorFormação profissionalIdentidadeEducaçãoTeaching formationIdentity and SubjectTeacherbeing: building of identity in an auto-formative process.CNPQ::CIENCIAS HUMANAS::EDUCACAOSER-PROFESSOR: construção de identidade em processo autoformativoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTATHUMBNAILMarilia Ferreira.pdf.jpgMarilia Ferreira.pdf.jpgimage/jpeg3430http://tede.metodista.br/jspui/bitstream/tede/1184/2/Marilia+Ferreira.pdf.jpg948e4eef169de604e3384ced29390904MD52ORIGINALMarilia Ferreira.pdfapplication/pdf756855http://tede.metodista.br/jspui/bitstream/tede/1184/1/Marilia+Ferreira.pdfe4a2fcac1fe5dc6176f5a2527a981a67MD51tede/11842016-08-03 15:11:59.85oai:tahbit.umesp.edu.dti:tede/1184Biblioteca Digital de Teses e Dissertaçõeshttp://tede.metodista.br/jspui/http://tede.metodista.br/oai/requestbiblioteca@metodista.br||erick.roberto@metodista.bropendoar:2016-08-03T18:11:59Biblioteca Digital de Teses e Dissertações da METODISTA - Universidade Metodista de São Paulo (METODISTA)false |
dc.title.por.fl_str_mv |
SER-PROFESSOR: construção de identidade em processo autoformativo |
title |
SER-PROFESSOR: construção de identidade em processo autoformativo |
spellingShingle |
SER-PROFESSOR: construção de identidade em processo autoformativo Ferreira, Marília de Abreu Professor Formação profissional Identidade Educação Teaching formation Identity and Subject Teacher being: building of identity in an auto-formative process. CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
SER-PROFESSOR: construção de identidade em processo autoformativo |
title_full |
SER-PROFESSOR: construção de identidade em processo autoformativo |
title_fullStr |
SER-PROFESSOR: construção de identidade em processo autoformativo |
title_full_unstemmed |
SER-PROFESSOR: construção de identidade em processo autoformativo |
title_sort |
SER-PROFESSOR: construção de identidade em processo autoformativo |
author |
Ferreira, Marília de Abreu |
author_facet |
Ferreira, Marília de Abreu |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Jane Soares de |
dc.contributor.advisor1ID.fl_str_mv |
CPF:13258852520 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0927807073677027 |
dc.contributor.referee1.fl_str_mv |
Barbosa, Joaquim Gonçalves |
dc.contributor.referee1ID.fl_str_mv |
CPF:12589541032 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4049058992411561 |
dc.contributor.referee2.fl_str_mv |
Medeiros,, Arilene Maria Soares de |
dc.contributor.referee2ID.fl_str_mv |
CPF:19891325222 |
dc.contributor.authorID.fl_str_mv |
CPF:18038461860 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6820701430341227 |
dc.contributor.author.fl_str_mv |
Ferreira, Marília de Abreu |
contributor_str_mv |
Almeida, Jane Soares de Barbosa, Joaquim Gonçalves Medeiros,, Arilene Maria Soares de |
dc.subject.por.fl_str_mv |
Professor Formação profissional Identidade Educação |
topic |
Professor Formação profissional Identidade Educação Teaching formation Identity and Subject Teacher being: building of identity in an auto-formative process. CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching formation Identity and Subject Teacher being: building of identity in an auto-formative process. |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The purpose of this study was to analyze how the teacher-being narrates and interprets himself/herself as subject in the profession, bearing in mind to comprehend in which way this professional constructs the personal/professional identity, being capable of assuring and of negating himself/herself as a subject inside the schoolsystem. It is a research performed with educators from the first and from the sixth grade of Elementary school from the Public network in São Bernardo do Campo and taking a Master s degree in Education. It was opted to interview six educators, from different teaching areas, turning them into authors of this research. The qualitative methodological approach was used prioritizing the educator narrative. To fulfill this methodology the contributions of Maria Isabel Cunga, Ludke and André; Connelly and Clandini were necessary in order to explain the importance of working with this methodology in the perspective of interpreting and comprehending the building of the teaching identity, mainly, in the line of Educators Formation. The educators formation theme and the identity construction was brought to the light of the studies from Pimenta; Brzezinski; Freire; Vianna; Sung; Nóvoa; Ciampa among others. In the analysis scope, some categories throughout this theme were privileged: reasons that drove to the profession choice; perceptions that the teacher has as subject in the profession; conditions of being a teacher temporarily or being a teacher for life ; building of an identity: conditions of subjecting himself/herself to self-assure as a professional subject. While dealing with these categories and, throughout the research; the perceptions of the teachers were considered as being valuable elements to identify the construction of the teaching identity. These considerations are based on the methodological theoretic support that has great contributions to the theme. From this, relations between Social Psychology and Sociology that enable to identify in the educators narrative one lack of satisfaction towards the system. Some teachers go from the own feeling while narrating all discomfort that the institutions proportionate them; others emphasize in an objective way their daily life, outlining and explaining differences in the condition of being a teacher temporarily or being a teacher for life . |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-09-19 |
dc.date.available.fl_str_mv |
2008-09-25 |
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2016-08-03T16:16:22Z |
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masterThesis |
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FERREIRA, Marília de Abreu. SER-PROFESSOR: construção de identidade em processo autoformativo. 2006. 130 f. Dissertação (Mestrado em Educação) - Universidade Metodista de São Paulo, São Bernardo do Campo, 2006. |
dc.identifier.uri.fl_str_mv |
http://tede.metodista.br/jspui/handle/tede/1184 |
identifier_str_mv |
FERREIRA, Marília de Abreu. SER-PROFESSOR: construção de identidade em processo autoformativo. 2006. 130 f. Dissertação (Mestrado em Educação) - Universidade Metodista de São Paulo, São Bernardo do Campo, 2006. |
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http://tede.metodista.br/jspui/handle/tede/1184 |
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Universidade Metodista de São Paulo |
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