Sentidos da profissão docente
Autor(a) principal: | |
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Data de Publicação: | 2010 |
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/15974 |
Resumo: | This study aims to understand the senses and meanings attributed by teachers to their professional activity throughout their teaching experience. To this end, we interviewed three high school teachers working in the public educational system of São Paulo, each of them being in a different career time. The data were analyzed in the light of the postulates of the social-historical psychology, focusing on two central categories: meaning and significance. The findings indicated that the meanings attributed by each of the three teachers to their teaching activities are unique and singular, although sharing some common features. Among these representations, some are worth mentioning: a) the fact that teaching is defined by common sense ideas, which reproduce and, consequently, perpetuated a same discourse through generations of teachers. As a result, the necessarily knowledge constructed by the specialized literature about the teaching, and the teaching profession, is absolutely not considered; b) students are seen as unmotivated for learning; c) experience is perceived as more valuable for teaching than teaching formation or continuing education. All teachers pointed out that it is impossible to promote learning in all students, exposing, consequently, a lacks of political commitment with the role of Education. Furthermore, all teachers reported an absence of collaborative work within the school, confirming that the teaching activities are conducted primarily in isolation. Differently, the changes introduced in the recently implemented educational policies of São Paulo - such as the use of text books elaborated by the state or receiving credit for the school s results in students performance evaluation - are seen by each teacher in a particular way. The meanings attributed to the teaching activity itself are various: it is defined as the ability to transmit knowledge to a person devoid of it, or as the fulfillment of a goal that someone had always pursued, or yet as a daily and unfair struggle, given the stress involved in teaching. Based on these findings, the conclusion is that the teaching profession needs to be changed in several aspects, namely: the initial training, as it is currently defined, is not sufficient to provide future guidance in the profession, so that the offer of continuing education in a systematic way and within the schools themselves is imperative. Finally, it is extremely necessary to replace the culture of isolation by a collaborative one, allowing teachers to learn with their peers in exchanging their successful and painful experiences |
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Davis, Claudia Leme Ferreirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4138872H6Cericato, Itale Luciane2016-04-28T20:56:21Z2011-02-092010-12-16Cericato, Itale Luciane. Sentidos da profissão docente. 2010. 345 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.https://tede2.pucsp.br/handle/handle/15974This study aims to understand the senses and meanings attributed by teachers to their professional activity throughout their teaching experience. To this end, we interviewed three high school teachers working in the public educational system of São Paulo, each of them being in a different career time. The data were analyzed in the light of the postulates of the social-historical psychology, focusing on two central categories: meaning and significance. The findings indicated that the meanings attributed by each of the three teachers to their teaching activities are unique and singular, although sharing some common features. Among these representations, some are worth mentioning: a) the fact that teaching is defined by common sense ideas, which reproduce and, consequently, perpetuated a same discourse through generations of teachers. As a result, the necessarily knowledge constructed by the specialized literature about the teaching, and the teaching profession, is absolutely not considered; b) students are seen as unmotivated for learning; c) experience is perceived as more valuable for teaching than teaching formation or continuing education. All teachers pointed out that it is impossible to promote learning in all students, exposing, consequently, a lacks of political commitment with the role of Education. Furthermore, all teachers reported an absence of collaborative work within the school, confirming that the teaching activities are conducted primarily in isolation. Differently, the changes introduced in the recently implemented educational policies of São Paulo - such as the use of text books elaborated by the state or receiving credit for the school s results in students performance evaluation - are seen by each teacher in a particular way. The meanings attributed to the teaching activity itself are various: it is defined as the ability to transmit knowledge to a person devoid of it, or as the fulfillment of a goal that someone had always pursued, or yet as a daily and unfair struggle, given the stress involved in teaching. Based on these findings, the conclusion is that the teaching profession needs to be changed in several aspects, namely: the initial training, as it is currently defined, is not sufficient to provide future guidance in the profession, so that the offer of continuing education in a systematic way and within the schools themselves is imperative. Finally, it is extremely necessary to replace the culture of isolation by a collaborative one, allowing teachers to learn with their peers in exchanging their successful and painful experiencesEste estudo objetiva compreender os sentidos atribuídos por professores à sua atividade profissional. Foram entrevistadas três professoras do ensino médio da rede pública paulista, com diferentes tempos de carreira. Os dados foram analisados com base no referencial teórico da Psicologia Sócio-histórica, com foco nas categorias sentido e significado. As conclusões apontam para o fato de que os sentidos atribuídos pelas professoras às suas atuações são únicos e singulares, embora partilhem muitos aspectos comuns. Dentre estes últimos, percebemos que a docência é definida mais por critérios do senso comum e pela reprodução de discursos perpetuados ao longo de gerações do que, como seria esperado, pelos conhecimentos produzidos pela literatura especializada. Além disso, verificamos que os alunos são considerados desmotivados para a aprendizagem, e os conhecimentos produzidos em função da prática cotidiana são mais valorizados do que a formação continuada. É unânime a constatação de não ser possível ensinar a todos os alunos, inferindo-se dessa proposição uma postura de acomodação. Comum a todas as professoras também é a ausência de um trabalho colaborativo no interior da escola, confirmando que a atividade docente é realizada prioritariamente de maneira isolada. Mudanças recentes nas políticas educacionais paulistas como o uso dos cadernos de disciplina, a bonificação por desempenho e a avaliação dos índices de rendimento da escola são vistas de modo diferente pelas professoras. Diferentes também são os sentidos atribuídos à própria atividade: a docência ora é definida como possibilidade de transmitir um saber a uma pessoa dele desprovida; ora é apresentada como a realização de algo que sempre se quis fazer; ora é considerada uma luta cotidiana e desleal, dado o desgaste envolvido no ensinar. Com base nesses achados, afirmamos que a docência precisa mudar em dois aspectos fundamentais: a formação inicial que, em seus moldes atuais, não é suficiente para fornecer diretrizes aos futuros professores e a formação continuada que é mais bem realizada quando ocorre de maneira sistemática e no interior das próprias escolas. Concluímos que é urgente substituir a cultura do isolamento docente por uma cultura do trabalho colaborativo, que permita aos professores a troca de experiências bem-sucedidas sobre suas atuaçõesCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32185/Itale%20Luciane%20Cericato.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaProfissão docenteCarreira docenteProfissionalidade docenteFormação de professoresDesenvolvimento profissional do professorTeaching professionTeaching careerTeachers professional careerTeachers trainingTeachers professional developmentCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALSentidos da profissão docenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTItale Luciane Cericato.pdf.txtItale Luciane Cericato.pdf.txtExtracted texttext/plain805248https://repositorio.pucsp.br/xmlui/bitstream/handle/15974/3/Itale%20Luciane%20Cericato.pdf.txt4859c7eeaaa69641f7332f75db27bfc5MD53ORIGINALItale Luciane Cericato.pdfapplication/pdf1930974https://repositorio.pucsp.br/xmlui/bitstream/handle/15974/1/Itale%20Luciane%20Cericato.pdf83c2dd2181f7aafa769c98c5d99f5905MD51THUMBNAILItale Luciane Cericato.pdf.jpgItale Luciane Cericato.pdf.jpgGenerated Thumbnailimage/jpeg2621https://repositorio.pucsp.br/xmlui/bitstream/handle/15974/2/Itale%20Luciane%20Cericato.pdf.jpg46c65208a4f5242ae8a3ad481ab02acdMD52handle/159742023-06-30 10:22:29.058oai:repositorio.pucsp.br:handle/15974Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-06-30T13:22:29Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Sentidos da profissão docente |
title |
Sentidos da profissão docente |
spellingShingle |
Sentidos da profissão docente Cericato, Itale Luciane Profissão docente Carreira docente Profissionalidade docente Formação de professores Desenvolvimento profissional do professor Teaching profession Teaching career Teachers professional career Teachers training Teachers professional development CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Sentidos da profissão docente |
title_full |
Sentidos da profissão docente |
title_fullStr |
Sentidos da profissão docente |
title_full_unstemmed |
Sentidos da profissão docente |
title_sort |
Sentidos da profissão docente |
author |
Cericato, Itale Luciane |
author_facet |
Cericato, Itale Luciane |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Davis, Claudia Leme Ferreira |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4138872H6 |
dc.contributor.author.fl_str_mv |
Cericato, Itale Luciane |
contributor_str_mv |
Davis, Claudia Leme Ferreira |
dc.subject.por.fl_str_mv |
Profissão docente Carreira docente Profissionalidade docente Formação de professores Desenvolvimento profissional do professor |
topic |
Profissão docente Carreira docente Profissionalidade docente Formação de professores Desenvolvimento profissional do professor Teaching profession Teaching career Teachers professional career Teachers training Teachers professional development CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Teaching profession Teaching career Teachers professional career Teachers training Teachers professional development |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
This study aims to understand the senses and meanings attributed by teachers to their professional activity throughout their teaching experience. To this end, we interviewed three high school teachers working in the public educational system of São Paulo, each of them being in a different career time. The data were analyzed in the light of the postulates of the social-historical psychology, focusing on two central categories: meaning and significance. The findings indicated that the meanings attributed by each of the three teachers to their teaching activities are unique and singular, although sharing some common features. Among these representations, some are worth mentioning: a) the fact that teaching is defined by common sense ideas, which reproduce and, consequently, perpetuated a same discourse through generations of teachers. As a result, the necessarily knowledge constructed by the specialized literature about the teaching, and the teaching profession, is absolutely not considered; b) students are seen as unmotivated for learning; c) experience is perceived as more valuable for teaching than teaching formation or continuing education. All teachers pointed out that it is impossible to promote learning in all students, exposing, consequently, a lacks of political commitment with the role of Education. Furthermore, all teachers reported an absence of collaborative work within the school, confirming that the teaching activities are conducted primarily in isolation. Differently, the changes introduced in the recently implemented educational policies of São Paulo - such as the use of text books elaborated by the state or receiving credit for the school s results in students performance evaluation - are seen by each teacher in a particular way. The meanings attributed to the teaching activity itself are various: it is defined as the ability to transmit knowledge to a person devoid of it, or as the fulfillment of a goal that someone had always pursued, or yet as a daily and unfair struggle, given the stress involved in teaching. Based on these findings, the conclusion is that the teaching profession needs to be changed in several aspects, namely: the initial training, as it is currently defined, is not sufficient to provide future guidance in the profession, so that the offer of continuing education in a systematic way and within the schools themselves is imperative. Finally, it is extremely necessary to replace the culture of isolation by a collaborative one, allowing teachers to learn with their peers in exchanging their successful and painful experiences |
publishDate |
2010 |
dc.date.issued.fl_str_mv |
2010-12-16 |
dc.date.available.fl_str_mv |
2011-02-09 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:56:21Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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Cericato, Itale Luciane. Sentidos da profissão docente. 2010. 345 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/15974 |
identifier_str_mv |
Cericato, Itale Luciane. Sentidos da profissão docente. 2010. 345 f. Tese (Doutorado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
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https://tede2.pucsp.br/handle/handle/15974 |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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