As representações sociais dos(as) professores(as) em formação sobre a (re)constituição da identidade profissional.

• Autor(a) principal: Borba, Denise Aparecida
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UNISANTOS
• Texto Completo: https://tede.unisantos.br/handle/tede/1001
• topic: constituição identitária; profissionalidade docente e representações sociais; identity construction; teaching profession and social representations; CIENCIAS HUMANAS::EDUCACAO

This study aims to assist in the comprehension of the professional identity, and the (re)construction, needs and the graduation expectancy of students/teachers that work in early childhood education, within the parameters of children ages zero to three, in public nurseries, and that attend the Pedagogy Course/PARFOR. This research, predominantly qualitative, is carried out on a community University in Santos region and is based on Moscovici's Social Representations Theory/SRT (1978, 2010, 2011), and on Dubar (1997, 2003) contributions. Methodological procedures were used in the form of a research survey, a questionnaire composed of open-ended, closed-ended and evocative questions, as well as a focus group and semi-structured interviews. The results have identified a group of students with common characteristics including socioeconomic conditions, dilemmas related to work environment and development of the teaching profession. These approaches have enabled for the comprehension of important aspects related to identity (re)construction of the research subjects from a dimensional analysis of identity and from formative questions, presenting some results. Among those results, we highlight the following: 1) the (re)construction of identity tied to conditions of entering and remaining in the profession, and the opportunities for the development of the teaching profession; 2) the meaning given to graduation expectations and needs in relation to the desire for professional evaluation and recognition, and 3) the building of new RS on issues related to the world of early childhood education, pushed forward by the redefinition of its role in education, and creating integrated political-administrative actions that value and respect the teacher of early childhood education, recognizing his or her specificity and graduation needs.