Adolescentes escolhem a profissão docente. Por quê?

Detalhes bibliográficos
Autor(a) principal: Silveira, Fernanda Caline Casemiro
Data de Publicação: 2020
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2161
Resumo: This study has as its main topic the adolescents’ choice for teaching, who are enrolled in the first and second semesters of undergraduation bachelor courses and it aims to verify and analyze their motivations and influences to become teachers. According to literature research, this option occurs in a scenario that the election for this profession is decreasing, besides the career social and economic disregard. The theoretical referential is based on Edgar Morin’s Complex Thought, which embodies: three main operating principles, holographic, recursive and dialogical; imaginary complexes, through identification-projection processes and human comprehension. The qualitative approach is applied using open interviews with fifteen students attending Higher Education initial semesters, majoring in: Philosophy, Geography, History and Arts. The interviews were manually and fully transcribed in order to be included in this paper. Four common meanings units emerged from the interviews: Adolescence and career choice process; Identification with the teacher; The school environment and experience and Education as a changing tool. The analyses have indicated that the professional decision occurs within adolescence, nevertheless the leading factors due to this movement differ from the career choice theories. The teachers compose an utmost influence on the interviewees’ choice, which is permeated by the identification-projection-transference processes, they are inspiration figures and examples to be followed in the students’ point of view. The teenagers’ school environment and experience represent a significant role in their aspiration to work in education, although in an antagonist and complementary relation, considering that both positive and negative events compose the group of reasons why the bachelors have chosen the pedagogic career. Mostly, the teaching profession election’s motivation is the youth willingness to turn education into a social and educational change tool, besides affecting their future learners lives as their own educators have done in the past.
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spelling Dias, Elaine Teresinha Dal MasDias, Elaine Teresinha Dal MasGimenez, RobertoBarbosa, Lúcia Maria GonzalesGonçalves, JanaínaRoggero, Rosemaryhttp://lattes.cnpq.br/1175481069791892Silveira, Fernanda Caline Casemiro2020-06-25T20:39:23Z2020-05-12Silveira, Fernanda Caline Casemiro. Adolescentes escolhem a profissão docente. Por quê?. 2020. 173 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/2161This study has as its main topic the adolescents’ choice for teaching, who are enrolled in the first and second semesters of undergraduation bachelor courses and it aims to verify and analyze their motivations and influences to become teachers. According to literature research, this option occurs in a scenario that the election for this profession is decreasing, besides the career social and economic disregard. The theoretical referential is based on Edgar Morin’s Complex Thought, which embodies: three main operating principles, holographic, recursive and dialogical; imaginary complexes, through identification-projection processes and human comprehension. The qualitative approach is applied using open interviews with fifteen students attending Higher Education initial semesters, majoring in: Philosophy, Geography, History and Arts. The interviews were manually and fully transcribed in order to be included in this paper. Four common meanings units emerged from the interviews: Adolescence and career choice process; Identification with the teacher; The school environment and experience and Education as a changing tool. The analyses have indicated that the professional decision occurs within adolescence, nevertheless the leading factors due to this movement differ from the career choice theories. The teachers compose an utmost influence on the interviewees’ choice, which is permeated by the identification-projection-transference processes, they are inspiration figures and examples to be followed in the students’ point of view. The teenagers’ school environment and experience represent a significant role in their aspiration to work in education, although in an antagonist and complementary relation, considering that both positive and negative events compose the group of reasons why the bachelors have chosen the pedagogic career. Mostly, the teaching profession election’s motivation is the youth willingness to turn education into a social and educational change tool, besides affecting their future learners lives as their own educators have done in the past.Este estudio tiene como objetivo investigar la elección de la docencia por jóvenes matriculados en los dos primeros semestres de curso de licenciatura, con el fin de verificar y analizar motivaciones e influencias que los llevan a elegir la profesión. La opción por esta ocupación sucede en un pronóstico de descenso de la selección del magisterio, además de ser un oficio devaluado social y financieramente, según la literatura investigada. El referencial teórico de esta disertación es el pensamiento complejo, que considera tres principios rectores: hologramático, recursivo y dialógico; los complejos imaginarios, mediante procesos de identificación-proyección-transferencia y comprensión humana. El enfoque cualitativo es utilizado por medio de entrevistas abiertas con quince estudiantes de los semestres iniciales de la Enseñanza Superior, de cuatro áreas: Filosofía, Geografía, Historia y Letras, que han sido transcritas manual e íntegramente para que puedan ser inseridas en el trabajo. A partir de las narrativas de los entrevistados sobre la opción por el oficio pedagógico, han sido propuestas cuatro unidades de significado comunes: Adolescencia y proceso de decisión profesional; Identificación con el profesor; El entorno y la experiencia escolar y La educación como herramienta de transformación. Los análisis indican la adolescencia como periodo de decisión ocupacional, pero los factores preponderantes en este sentido difieren de las concepciones habituales sobre teorías de elección profesional. Hay una influencia esencial de los docentes, fundamentada por los procesos de identificación-proyección-transferencia, que se ven por los adolescentes como inspiración y ejemplos que seguir. Los alrededores y la experiencia escolar de los jóvenes que desean se convertir en educadores son partes significativas, medio a una relación antagónica y complementaria, pues tanto las experiencias positivas como las negativas integran el conjunto de razones por las cuales esos sujetos eligen ser profesores. La motivación para la elección es, en general, utilizar la educación como instrumento de cambio social, además de influir en la vida de los alumnos como ellos han sido influidos por sus educadores.Este estudo tem como objeto de pesquisa a escolha da docência por adolescentes matriculados nos primeiros e segundos semestres de cursos de licenciaturas, a fim de verificar e analisar motivações e influências para serem professores. A opção por esse ofício ocorre em um cenário em que a eleição da profissão em questão decresce, além de ser desvalorizada social e financeiramente, segundo a literatura pesquisada. O referencial teórico desta dissertação é o pensamento complexo, que contempla três princípios operadores: hologramático, recursivo e dialógico; os complexos imaginários, por meio de processos de identificação-projeção-transferência e a compreensão humana. A abordagem qualitativa é empregada por meio de entrevistas abertas com quinze estudantes nos semestres iniciais do Ensino Superior, de quatro áreas: Filosofia, Geografia, História e Letras, que foram transcritas manual e integralmente para serem inseridas no trabalho. A partir das narrativas dos entrevistados sobre a opção pelo ofício pedagógico, foram levantadas quatro unidades de significado comuns: Adolescência e processo de escolha profissional; Identificação com o professor; O ambiente e a experiência escolar e A educação como ferramenta de transformação. As análises indicam a adolescência como período em que ocorre a decisão ocupacional, entretanto os fatores preponderantes neste movimento divergem das concepções comuns às teorias de escolha profissional. Há a influência fundamental dos docentes, permeada pelos processos de identificação-projeção-transferência, que são vistos pelos adolescentes como inspiração e exemplos a serem seguidos. O ambiente e a experiência escolar dos jovens que almejam seguir carreira na educação se constituem como partes significativas, em uma relação antagônica e complementar, pois tanto as experiências positivas quanto as negativas integram o conjunto de razões pelas quais os sujeitos escolhem ser professores. A motivação para a eleição do ofício pedagógico é, majoritariamente, fazer da educação uma ferramenta para a transformação social e educacional, além de impactar a vida dos educandos como eles foram impactados pelos seus educadores.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-06-25T20:39:23Z No. of bitstreams: 1 Fernanda Caline.pdf: 1224530 bytes, checksum: 2dfbc651ca975258d0104b306a005632 (MD5)Made available in DSpace on 2020-06-25T20:39:23Z (GMT). No. of bitstreams: 1 Fernanda Caline.pdf: 1224530 bytes, checksum: 2dfbc651ca975258d0104b306a005632 (MD5) Previous issue date: 2020-05-12application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUNINOVEBrasilEducaçãoadolescênciaescolha profissionaldocênciapensamento complexoadolescencecareer choiceteachingcomplex thoughtadolescenciadecisión profesionaldocenciapensamiento complejoCIENCIAS HUMANAS::EDUCACAOAdolescentes escolhem a profissão docente. 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dc.title.por.fl_str_mv Adolescentes escolhem a profissão docente. Por quê?
title Adolescentes escolhem a profissão docente. Por quê?
spellingShingle Adolescentes escolhem a profissão docente. Por quê?
Silveira, Fernanda Caline Casemiro
adolescência
escolha profissional
docência
pensamento complexo
adolescence
career choice
teaching
complex thought
adolescencia
decisión profesional
docencia
pensamiento complejo
CIENCIAS HUMANAS::EDUCACAO
title_short Adolescentes escolhem a profissão docente. Por quê?
title_full Adolescentes escolhem a profissão docente. Por quê?
title_fullStr Adolescentes escolhem a profissão docente. Por quê?
title_full_unstemmed Adolescentes escolhem a profissão docente. Por quê?
title_sort Adolescentes escolhem a profissão docente. Por quê?
author Silveira, Fernanda Caline Casemiro
author_facet Silveira, Fernanda Caline Casemiro
author_role author
dc.contributor.advisor1.fl_str_mv Dias, Elaine Teresinha Dal Mas
dc.contributor.referee1.fl_str_mv Dias, Elaine Teresinha Dal Mas
dc.contributor.referee2.fl_str_mv Gimenez, Roberto
dc.contributor.referee3.fl_str_mv Barbosa, Lúcia Maria Gonzales
dc.contributor.referee4.fl_str_mv Gonçalves, Janaína
dc.contributor.referee5.fl_str_mv Roggero, Rosemary
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1175481069791892
dc.contributor.author.fl_str_mv Silveira, Fernanda Caline Casemiro
contributor_str_mv Dias, Elaine Teresinha Dal Mas
Dias, Elaine Teresinha Dal Mas
Gimenez, Roberto
Barbosa, Lúcia Maria Gonzales
Gonçalves, Janaína
Roggero, Rosemary
dc.subject.por.fl_str_mv adolescência
escolha profissional
docência
pensamento complexo
topic adolescência
escolha profissional
docência
pensamento complexo
adolescence
career choice
teaching
complex thought
adolescencia
decisión profesional
docencia
pensamiento complejo
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv adolescence
career choice
teaching
complex thought
dc.subject.spa.fl_str_mv adolescencia
decisión profesional
docencia
pensamiento complejo
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This study has as its main topic the adolescents’ choice for teaching, who are enrolled in the first and second semesters of undergraduation bachelor courses and it aims to verify and analyze their motivations and influences to become teachers. According to literature research, this option occurs in a scenario that the election for this profession is decreasing, besides the career social and economic disregard. The theoretical referential is based on Edgar Morin’s Complex Thought, which embodies: three main operating principles, holographic, recursive and dialogical; imaginary complexes, through identification-projection processes and human comprehension. The qualitative approach is applied using open interviews with fifteen students attending Higher Education initial semesters, majoring in: Philosophy, Geography, History and Arts. The interviews were manually and fully transcribed in order to be included in this paper. Four common meanings units emerged from the interviews: Adolescence and career choice process; Identification with the teacher; The school environment and experience and Education as a changing tool. The analyses have indicated that the professional decision occurs within adolescence, nevertheless the leading factors due to this movement differ from the career choice theories. The teachers compose an utmost influence on the interviewees’ choice, which is permeated by the identification-projection-transference processes, they are inspiration figures and examples to be followed in the students’ point of view. The teenagers’ school environment and experience represent a significant role in their aspiration to work in education, although in an antagonist and complementary relation, considering that both positive and negative events compose the group of reasons why the bachelors have chosen the pedagogic career. Mostly, the teaching profession election’s motivation is the youth willingness to turn education into a social and educational change tool, besides affecting their future learners lives as their own educators have done in the past.
publishDate 2020
dc.date.accessioned.fl_str_mv 2020-06-25T20:39:23Z
dc.date.issued.fl_str_mv 2020-05-12
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv Silveira, Fernanda Caline Casemiro. Adolescentes escolhem a profissão docente. Por quê?. 2020. 173 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/handle/tede/2161
identifier_str_mv Silveira, Fernanda Caline Casemiro. Adolescentes escolhem a profissão docente. Por quê?. 2020. 173 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.
url http://bibliotecatede.uninove.br/handle/tede/2161
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dc.publisher.program.fl_str_mv Programa de Pós-Graduação em Educação
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dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Educação
publisher.none.fl_str_mv Universidade Nove de Julho
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