Os descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissão

Detalhes bibliográficos
Autor(a) principal: Reisdoefer, Deise Nivia
Data de Publicação: 2020
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/9217
Resumo: The main objective of this study is to understand the expectations of a group of graduates from a Mathematics Licentiate Degree course at a Federal Teaching Institution in relation to the teaching career, as well as their motivations for giving up the profession. The problem that directs the investigation is: What are the reasons that contributed so that egress students of a licentiate course did not pursue the teaching career? Methodologically, the study is based on narrative research (CLANDININ; CONNELLY, 2015), which prioritizes experience and considers three-dimensional space, whose terms are interaction, continuity and situation. Thus, thinking, reading, writing, interpreting and analysing narratively required and allowed movement in four directions: both forward (prospectively), backward (retrospectively), inward (introspectively) and outward (extrospectively). The research results were organized and presented in the form of field texts and research texts. The construction of the field texts took place in an interpretative way and was divided into two parts: in the first, I introduce the six graduates based on their professors’ reports, on my memories and on documents from when they were undergraduate students; in the second, I present the crônicas constructed and organized from the interviews with the graduates. Subsequently, I present the research texts, which result from an analytical-interpretative process of the information contained in the field texts and which originated the Dimensions of Teaching Abandonment. Such research texts comprise my narrative as a professor of the group of graduates and balance their stories, my memories and experiences and the most appropriate theoretical framework to each of five dimensions: (1) Political-Financial Dimension, in which I highlight the importance that a federal institution of education in the countryside allowed the Graduates to attend Higher Education and the issues of lacking job security and devaluation as motivators for career abandonment; (2) Pedagogical Dimension, in which I analysed the stories related to the courses taken in the degree, especially those in the area of Mathematics, considered scarce, and those in the Pedagogical area, considered excessive; (3) Affective Dimension, in which the relationships established during the undergraduate course, with their classmates and professors, appear as important explanations for, on the one hand, remaining in the degree until its completion and, on the other, for professional choices not related to teaching; (4) Dimension of Formative Practice, which allowed the analysis of the experiences of the graduates in the field of practice during the practices as a curricular component and internships, whose stories demonstrate bad and inadequate experiences and a view of teacher as a suffering professional; and (5) Professional Dimension, in which I gather the stories about the academic and professional choices made by the graduates after completing their degree, their influence on personal and professional life, and also a reflection on who they are and how they assume, or not, the teaching profession. A common point in all dimensions and with different analyses, the figure of the teacher has become an important element of interpretation and analysis. The most significant components, which appeared in all dimensions, are aimed at this professional figure. The teacher was highlighted as a common subject, a specific person in a particular history, or as a group, such as professors and Basic Education teachers, or, more broadly, as the professional teacher with endless tasks and devalued by the state and society. Experimental and relational factors, centered on the figure of the teacher, are components that contributed to flaws in the teacher constitution or to disenchantment and displeasure with the profession, thus stimulating this group of graduates to abandon the teaching career as soon as the degree was completed.
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spelling Lima, Valderez Marina do Rosáriohttp://lattes.cnpq.br/4171062268615605http://lattes.cnpq.br/6489391572245964Reisdoefer, Deise Nivia2020-08-06T19:03:39Z2020-03-30http://tede2.pucrs.br/tede2/handle/tede/9217The main objective of this study is to understand the expectations of a group of graduates from a Mathematics Licentiate Degree course at a Federal Teaching Institution in relation to the teaching career, as well as their motivations for giving up the profession. The problem that directs the investigation is: What are the reasons that contributed so that egress students of a licentiate course did not pursue the teaching career? Methodologically, the study is based on narrative research (CLANDININ; CONNELLY, 2015), which prioritizes experience and considers three-dimensional space, whose terms are interaction, continuity and situation. Thus, thinking, reading, writing, interpreting and analysing narratively required and allowed movement in four directions: both forward (prospectively), backward (retrospectively), inward (introspectively) and outward (extrospectively). The research results were organized and presented in the form of field texts and research texts. The construction of the field texts took place in an interpretative way and was divided into two parts: in the first, I introduce the six graduates based on their professors’ reports, on my memories and on documents from when they were undergraduate students; in the second, I present the crônicas constructed and organized from the interviews with the graduates. Subsequently, I present the research texts, which result from an analytical-interpretative process of the information contained in the field texts and which originated the Dimensions of Teaching Abandonment. Such research texts comprise my narrative as a professor of the group of graduates and balance their stories, my memories and experiences and the most appropriate theoretical framework to each of five dimensions: (1) Political-Financial Dimension, in which I highlight the importance that a federal institution of education in the countryside allowed the Graduates to attend Higher Education and the issues of lacking job security and devaluation as motivators for career abandonment; (2) Pedagogical Dimension, in which I analysed the stories related to the courses taken in the degree, especially those in the area of Mathematics, considered scarce, and those in the Pedagogical area, considered excessive; (3) Affective Dimension, in which the relationships established during the undergraduate course, with their classmates and professors, appear as important explanations for, on the one hand, remaining in the degree until its completion and, on the other, for professional choices not related to teaching; (4) Dimension of Formative Practice, which allowed the analysis of the experiences of the graduates in the field of practice during the practices as a curricular component and internships, whose stories demonstrate bad and inadequate experiences and a view of teacher as a suffering professional; and (5) Professional Dimension, in which I gather the stories about the academic and professional choices made by the graduates after completing their degree, their influence on personal and professional life, and also a reflection on who they are and how they assume, or not, the teaching profession. A common point in all dimensions and with different analyses, the figure of the teacher has become an important element of interpretation and analysis. The most significant components, which appeared in all dimensions, are aimed at this professional figure. The teacher was highlighted as a common subject, a specific person in a particular history, or as a group, such as professors and Basic Education teachers, or, more broadly, as the professional teacher with endless tasks and devalued by the state and society. Experimental and relational factors, centered on the figure of the teacher, are components that contributed to flaws in the teacher constitution or to disenchantment and displeasure with the profession, thus stimulating this group of graduates to abandon the teaching career as soon as the degree was completed.Compreender as expectativas de um grupo de Egressos de um curso de Licenciatura em Matemática de uma Instituição Federal de Ensino em relação à carreira docente, bem como as suas motivações de abandono da profissão, é o objetivo principal deste estudo. O problema que direciona a investigação é: Quais são os motivos que contribuíram para que Egressos de um curso de licenciatura não seguissem a carreira docente? Metodologicamente, o estudo tem como base a pesquisa narrativa (CLANDININ; CONNELLY, 2015), que prioriza a experiência e dá atenção ao espaço tridimensional, cujos termos são interação, continuidade e situação. Assim, o pensar, ler, escrever, interpretar e analisar narrativamente exigiram e permitiram um movimento em quatro direções: tanto para frente (prospectivamente), como para trás (retrospectivamente), e também para dentro (introspectivamente) e para fora (extrospectivamente). Os resultados da pesquisa foram organizados e apresentados no formato de textos de campo e textos de pesquisa. A construção dos textos de campo ocorreu de forma interpretativa e dividiu-se em duas partes: na primeira escrevo a apresentação dos seis Egressos com base nos relatos de seus professores formadores, nas minhas lembranças e nos documentos de quando eram licenciandos; na segunda, apresento as crônicas construídas e organizadas a partir das Entrevistas dos Egressos. Na sequência exponho os textos de pesquisa, resultantes de um processo analítico-interpretativo das informações constantes nos textos de campo e que originaram as Dimensões do Abandono Docente. Tais textos de pesquisa compreendem a minha narrativa na condição de professora formadora do grupo de Egressos e equilibram as suas histórias, as minhas memórias e experiências e, ainda, o arcabouço teórico mais adequado a cada uma das cinco dimensões criadas: (1) Dimensão Político-Financeira, na qual destaco a importância de que uma instituição federal de ensino interiorizada permitiu aos Egressos cursarem Ensino Superior e as questões de estabilidade e desvalorização docente como motivadores para abandono da carreira; (2) Dimensão Pedagógica, em que analisei as histórias dos Egressos que se relacionaram às disciplinas cursadas na licenciatura, em especial as da área da Matemática, consideradas escassas, e as da área Pedagógica, consideradas em excesso; (3) Dimensão Afetiva, na qual as relações estabelecidas durante o curso de licenciatura, com seus colegas e professores formadores, surgem como explicações importantes de, por um lado, permanência no curso até sua finalização e, por outro, de escolhas profissionais alheias à docência; (4) Dimensão da Prática Formativa, que permitiu análise das experiências tidas pelos Egressos no campo de atuação durante as práticas como componente curricular e estágios, cujas histórias demonstram experiências ruins e inadequadas e uma visão sofrida do professor em sala de aula; e (5) Dimensão Profissional, na qual reúno as histórias contadas sobre as escolhas acadêmicas e profissionais realizadas pelos Egressos depois de concluída a licenciatura, sua influência para a vida pessoal e profissional e, ainda, uma reflexão sobre quem são e como assumem, ou não, a profissão docente. Ponto comum em todas as dimensões e com análises distintas, a figura do professor tornou-se um importante elemento de interpretação e análise. Os componentes mais significativos, que surgiram em todas as dimensões, direcionam-se para esta figura profissional. O professor foi destaque como sujeito comum, uma pessoa em específico em alguma história particular, ou como um grupo, a exemplo dos professores formadores e dos professores da Educação Básica, ou, de forma mais ampla, como o profissional professor detentor de infindáveis tarefas e desvalorizado pelo Estado e pela sociedade. Fatores experiencias e relacionais, centrados na figura do professor, são componentes que contribuíram para falhas de constituição docente ou para desencantos e desgostos com a profissão, favorecendo assim que este grupo de Egressos abandonasse a docência assim que finalizada a licenciatura.Submitted by PPG Educação em Ciências e Matemática (educem-pg@pucrs.br) on 2020-06-08T16:50:37Z No. of bitstreams: 1 TESE FINALIZADA DEISE.pdf: 1973132 bytes, checksum: ae9cff0938b634b4a231c455129943d7 (MD5)Approved for entry into archive by Lucas Martins Kern (lucas.kern@pucrs.br) on 2020-08-06T18:56:02Z (GMT) No. of bitstreams: 1 TESE FINALIZADA DEISE.pdf: 1973132 bytes, checksum: ae9cff0938b634b4a231c455129943d7 (MD5)Made available in DSpace on 2020-08-06T19:03:39Z (GMT). No. of bitstreams: 1 TESE FINALIZADA DEISE.pdf: 1973132 bytes, checksum: ae9cff0938b634b4a231c455129943d7 (MD5) Previous issue date: 2020-03-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/178572/TESE%20FINALIZADA%20DEISE.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em Educação em Ciências e MatemáticaPUCRSBrasilEscola PolitécnicaCompreender as expectativasCIENCIAS HUMANAS::EDUCACAOOs descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho não apresenta restrição para publicação6185324025101002610500500600-2403458189103523673590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTESE FINALIZADA DEISE.pdf.jpgTESE FINALIZADA DEISE.pdf.jpgimage/jpeg5679http://tede2.pucrs.br/tede2/bitstream/tede/9217/4/TESE+FINALIZADA+DEISE.pdf.jpg544e5217e651f3a07fdae77f51cf0ec2MD54TEXTTESE FINALIZADA DEISE.pdf.txtTESE FINALIZADA DEISE.pdf.txttext/plain869407http://tede2.pucrs.br/tede2/bitstream/tede/9217/3/TESE+FINALIZADA+DEISE.pdf.txtb5f6f4c4a8efed6e7a271a118e5ca815MD53ORIGINALTESE FINALIZADA DEISE.pdfTESE FINALIZADA DEISE.pdfapplication/pdf1973132http://tede2.pucrs.br/tede2/bitstream/tede/9217/2/TESE+FINALIZADA+DEISE.pdfae9cff0938b634b4a231c455129943d7MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/9217/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/92172020-08-06 20:02:01.618oai:tede2.pucrs.br:tede/9217QXV0b3JpemE/P28gcGFyYSBQdWJsaWNhPz9vIEVsZXRyP25pY2E6IENvbSBiYXNlIG5vIGRpc3Bvc3RvIG5hIExlaSBGZWRlcmFsIG4/OS42MTAsIGRlIDE5IGRlIGZldmVyZWlybyBkZSAxOTk4LCBvIGF1dG9yIEFVVE9SSVpBIGEgcHVibGljYT8/byBlbGV0cj9uaWNhIGRhIHByZXNlbnRlIG9icmEgbm8gYWNlcnZvIGRhIEJpYmxpb3RlY2EgRGlnaXRhbCBkYSBQb250aWY/Y2lhIFVuaXZlcnNpZGFkZSBDYXQ/bGljYSBkbyBSaW8gR3JhbmRlIGRvIFN1bCwgc2VkaWFkYSBhIEF2LiBJcGlyYW5nYSA2NjgxLCBQb3J0byBBbGVncmUsIFJpbyBHcmFuZGUgZG8gU3VsLCBjb20gcmVnaXN0cm8gZGUgQ05QSiA4ODYzMDQxMzAwMDItODEgYmVtIGNvbW8gZW0gb3V0cmFzIGJpYmxpb3RlY2FzIGRpZ2l0YWlzLCBuYWNpb25haXMgZSBpbnRlcm5hY2lvbmFpcywgY29ucz9yY2lvcyBlIHJlZGVzID9zIHF1YWlzIGEgYmlibGlvdGVjYSBkYSBQVUNSUyBwb3NzYSBhIHZpciBwYXJ0aWNpcGFyLCBzZW0gP251cyBhbHVzaXZvIGFvcyBkaXJlaXRvcyBhdXRvcmFpcywgYSB0P3R1bG8gZGUgZGl2dWxnYT8/byBkYSBwcm9kdT8/byBjaWVudD9maWNhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2020-08-06T23:02:01Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.por.fl_str_mv Os descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissão
title Os descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissão
spellingShingle Os descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissão
Reisdoefer, Deise Nivia
Compreender as expectativas
CIENCIAS HUMANAS::EDUCACAO
title_short Os descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissão
title_full Os descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissão
title_fullStr Os descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissão
title_full_unstemmed Os descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissão
title_sort Os descaminhos da docência : narrativas de egressos de curso de licenciatura em matemática que não exercem a profissão
author Reisdoefer, Deise Nivia
author_facet Reisdoefer, Deise Nivia
author_role author
dc.contributor.advisor1.fl_str_mv Lima, Valderez Marina do Rosário
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/4171062268615605
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/6489391572245964
dc.contributor.author.fl_str_mv Reisdoefer, Deise Nivia
contributor_str_mv Lima, Valderez Marina do Rosário
dc.subject.por.fl_str_mv Compreender as expectativas
topic Compreender as expectativas
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The main objective of this study is to understand the expectations of a group of graduates from a Mathematics Licentiate Degree course at a Federal Teaching Institution in relation to the teaching career, as well as their motivations for giving up the profession. The problem that directs the investigation is: What are the reasons that contributed so that egress students of a licentiate course did not pursue the teaching career? Methodologically, the study is based on narrative research (CLANDININ; CONNELLY, 2015), which prioritizes experience and considers three-dimensional space, whose terms are interaction, continuity and situation. Thus, thinking, reading, writing, interpreting and analysing narratively required and allowed movement in four directions: both forward (prospectively), backward (retrospectively), inward (introspectively) and outward (extrospectively). The research results were organized and presented in the form of field texts and research texts. The construction of the field texts took place in an interpretative way and was divided into two parts: in the first, I introduce the six graduates based on their professors’ reports, on my memories and on documents from when they were undergraduate students; in the second, I present the crônicas constructed and organized from the interviews with the graduates. Subsequently, I present the research texts, which result from an analytical-interpretative process of the information contained in the field texts and which originated the Dimensions of Teaching Abandonment. Such research texts comprise my narrative as a professor of the group of graduates and balance their stories, my memories and experiences and the most appropriate theoretical framework to each of five dimensions: (1) Political-Financial Dimension, in which I highlight the importance that a federal institution of education in the countryside allowed the Graduates to attend Higher Education and the issues of lacking job security and devaluation as motivators for career abandonment; (2) Pedagogical Dimension, in which I analysed the stories related to the courses taken in the degree, especially those in the area of Mathematics, considered scarce, and those in the Pedagogical area, considered excessive; (3) Affective Dimension, in which the relationships established during the undergraduate course, with their classmates and professors, appear as important explanations for, on the one hand, remaining in the degree until its completion and, on the other, for professional choices not related to teaching; (4) Dimension of Formative Practice, which allowed the analysis of the experiences of the graduates in the field of practice during the practices as a curricular component and internships, whose stories demonstrate bad and inadequate experiences and a view of teacher as a suffering professional; and (5) Professional Dimension, in which I gather the stories about the academic and professional choices made by the graduates after completing their degree, their influence on personal and professional life, and also a reflection on who they are and how they assume, or not, the teaching profession. A common point in all dimensions and with different analyses, the figure of the teacher has become an important element of interpretation and analysis. The most significant components, which appeared in all dimensions, are aimed at this professional figure. The teacher was highlighted as a common subject, a specific person in a particular history, or as a group, such as professors and Basic Education teachers, or, more broadly, as the professional teacher with endless tasks and devalued by the state and society. Experimental and relational factors, centered on the figure of the teacher, are components that contributed to flaws in the teacher constitution or to disenchantment and displeasure with the profession, thus stimulating this group of graduates to abandon the teaching career as soon as the degree was completed.
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