Professores participantes do PEC Formação Universitária (SEE-SP/2001-2003): perfil e significados que atribuem à experiência de formação

• Autor(a) principal: Carvalho, Tania Machado de
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10766
• topic: Percursos de formação; Processos de profissionalização docente; PEC- Formação Universitária; Significados; Identidade docente; Programa PEC - Formacao Universitaria Municipios; Educacao continuada; Professores -- Formacao profissional; Teachers continous formation; Distances of formation; Processes of profissionalização teacher; PEC - University Formation; Meanings; Teaching identity; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study has since objective analyses the meanings attributed by the teachers who participated like pupils of the Program of Continued Education (PEC Formation University) to the experience of formation provided by this course, whose realization it happened by means of a promoted convention, from 2001 to 2003, between the State General office of Education of Sao Paulo and three universities of Sao Paulo (USP, PUC-SP and UNESP). While focusing as the teachers survived such experience of formation, this work looks to understand the forms for which these professionals realize several formative situations that constituted the proposal of the course. To identify and to characterize such perceptions questionnaires were applied, in the year of 2008, to 73 teachers ex-prisoners of the course, pertaining to the directors of education of Northern I of the city of Sao Paulo. The data organized in pictures and charts, are analysed by the theoretical support of authors like A. Nóvoa, M. Tardif, M. Huberman, C. Dubar and P. Bourdieu, as well as with the help of other inquiries already carried out on the subject, being considered the distances of these teachers and his position, be in the social space for his origins economical-partner and his cultural habits, be regarding the process of profissionalização in the teaching, professional distances and phase in which they are in the run. The obtained results reveal what: it the question is teachers who have families of social and economical origin marked by the low purchaising power, with a patriarchal model, in which, the education of the women was not a priority factor delimitador of his professional and formative choices. Under the strength of this familiar and cultural context, the teachers see the formative situations that had made that marks for few choices, but, like a social profit , that found in the teaching a door of social ascent and social mobility , through which they could give to the children a better life, a childhood different from what most of them had .Para, the teaching was the only way of continuing the study and guaranteeing a profession. The fact of being interacting with the exterior world and to occupying a determined social space, in a profession that they consider of social relevance it seems to justify the choice of the profession and the meaning of same in the trajectory of these teachers. Of being a teacher what these professionals were building from the childhood, the representations remain still today, when the fragility of his formation, which did not make possible them to re-conceive these choices in a critical perspective, retaking his history itself of life and formation was given. This process of formation, full of gaps and survived in not much critical way, took the teachers to talk about his choices and about the profession, taking for base affectionate aspects as "vocation", gift , call and supervaluing the practical aspects of the profession, which cover up again the determinants and social impositions that had along his distances of formation. The PEC-Formação Universitária made possible they one certificate of superior teaching, a reunion with the knowledge, a bigger security and prestige before the group of work, did not represent them to me, in fact, for those it is a teacher, a change of vision on the teaching profession