Tornar-se professor em uma escola confessional: um estudo sobre a constituição identitária na perspectiva da dimensão da espiritualidade

• Autor(a) principal: Vieira, Marili Moreira da Silva
• Data de Publicação: 2009
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16534
• topic: Identidade de professores; Formação continuada; Ensino continuado; Espiritualidade; Identidade (Psicologia); Professores -- Formacao profissional; Spirituality; Teacher formation; Identity; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

This research aims to comprehend how the spiritual dimension of a teacher contributes and participates in the process of constitution of identity, and how this happens in a confessional school. It is defended that spirituality is central in the Professional dimensions of a teacher because it reveals the meaning o his life to him. And will be revealed to his students through his practice in class, through his words. In that same direction, the manifestation of his spiritual dimension will affect the school s identity. The research was based on the theory of Claude Dubar and Zygmunt Bauman to explain the process through which a person s identity, and also professional identity is constituted. Through Berger e Luckmann s theory, the research sought to comprehend the necessity of community support in the identity constitution process. Placco s theory helped by pointing out the importance of considerating the interaction and sincronicity of the various professional dimensions of teachers. To Placco s analyses it is added by this work the spiritual dimension of the human being. Viktor Frankl s theory contributed in explaining this particular dimension. The research was done in a confessional school in the city of São Paulo, by using semi-structures interviews and images to stimulate the five high-school teachers to reveal values and the meaning of life and profession. The school principal and the pedagogical coordinator were also interviewed. The analyses organized the information in categories that are important for the identity process and for the spiritual dimension. In a second moment, the information from teacher, principal and coordinator were crossed. The conclusion points out that the institution participates in the constitution of the teacher s identity and the teacher confers meaning to the institution s confession. It becomes evident that the philosophy of a school (the expression of it s spirituality) is central in it s culture just as the spirituality of the teacher is central to him. Therefore, spirituality, being an essential part of a teacher s identity is a great dimension to be focused in a teacher formation process. It is a dimension through which one can work the teacher s professional posture and therefore reach the final aim of education