A identidade profissional docente: ontem e hoje

• Autor(a) principal: Almeida, Alessandra Iacchetti Braga de
• Data de Publicação: 2013
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28451
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação paulista; Identidade profissional docente; Formação inicial e continuada de professores; Pesquisa bibliográfica; São Paulo state education; Professional teaching identity; Initial and continued teacher training; Bibliographic research

This course completion paper results from a series of efforts by the Pedagogy student Alessandra Iacchetti Braga de Almeida and her advisor, Dra Maria Anita Viviani Martins. In light of studies of the constitution and structuring of teaching careers in the State of São Paulo, this paper aims to investigate the existing relationships between the Professional Teaching Identity and the teaching profession in the specific case of the São Paulo public schools. This exploratory study took place only in the theoretical realm. The bibliographical background that this paper is based on is comprised of authors such as Martins, Freire, Antunha, Paiva and Marx. The theoretical line adopted here is the criticalhistorical line. This study is composed of an introduction, three chapters that make a historical, critical, social, anthropological, political and ideological overview, as well as a characterization of the professional teaching identity to, in sequence, end in the final considerations, that contemplate the relationship between the trainingaction of the educator in São Paulo and his identity as a professional in the classrooms of public schools in São Paulo. The teaching praxis and the direct relationship between the educational theories and day-to-day classroom actions are of unequaled and triggering importance for restructuring the profession in the state. The conscience and renewal of the meaning of the teaching profession are keys to emancipation and autonomy of the profession related to society and the São Paulo government