Interações entre a identidade docente e a identidade religiosa em professores de uma escola confessional adventista

• Autor(a) principal: Tavares, Henrique Ribeiro
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/40740
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; Ensino Fundamental; Anos iniciais; Identidade religiosa; Identidade docente; Educação confessional; Elementary School; Early years; Religious identity; Teacher identity; Confessional education

This research seeks to understand the dialectic, movement, contradictions and interaction between the religious sphere and the teaching sphere based on the narratives of elementary school teachers - early years, from a confessional Adventist school. The qualitative research was carried out in an Adventist school in the city of São Paulo. To gather information, a reflective interview was used with two teachers, as well as a sociodemographic questionnaire, prepared by the author, and the application of the Duke University Religiosity Scale (DUREL). The research was based on the authors of Adventist pedagogy, namely: Cadwallader, Knight, Schunemann, and White; as theoretical references Ciampa's theory of human identity and Berger and Luckmann's concepts of socialization. The interview data was grouped into five axes and then discussed: Axis 1: Childhood, family and schooling; Axis 2: Religiosity; Axis 3: Teaching - Initial and Continuing Training and initial experiences; Axis 4: Teaching reports; Axis 5: Religiosity and teaching. Based on the content, it was possible to observe many similarities and coherence between the fundamental beliefs of the Seventh-day Adventist Church and, consequently, Adventist pedagogy and the participants' statements. The teachers profess and practice Adventist Christian religiosity, adopting their worldview both in life, outside of teaching, and in pedagogical practice. Based on Ciampa, the participants present a narrative marked by interactions, mediated by language, with other individuals, thus showing the metamorphosis at various times, because of and/or from the attribution of roles that they have experienced, roles influenced by the acceptance of a specific religious reference, in this case the Christian-Adventist, with characteristics coming from primary socialization and assumed in secondary socialization. As a suggestion, further studies need to be carried out combining the three main themes: religiosity, teaching and identity, using other methods, such as longitudinal and/or qualitative-quantitative studies