A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9151 |
Resumo: | The present work has the objective to describe and understand the professional constitution of graduated students from teaching courses of UFSCar campus Sorocaba. The methodology is qualitative and interpretative, it has used as instruments to build the data a survey with the graduated students and semi-structured interviews with graduated students that became teachers in order to deepen the data. To understand the context of the research it has been done a documental analyses of the Political Pedagogical Project, the curricular matrixes and the general and specific curricular guidelines of each course. The first step of the building data was the application of a survey to all the graduated students of the teaching courses (Full time and nocturnal Biology, Geography, Mathematics, Chemistry and Physics) to create and analyze it has been used as categories three moments from teaching formation: initial formation, career beginning and continuous training (PACHECO; FLORES, 1999). The second step of the data building was the interviews with one graduated student from each course and to analyze were used the theoretical bases about teaching formation which involves initial and continuous training (PACHECO; FLORES, 1999; VAILLANT; MARCELO, 2012) the career beginning and its sustainability (HUBERMAN, 1997; MARCELO; VAILLANT, 2012; GUARNIERI, 2005. LIMA, 2006; HARGREAVES, 1998; FULLAN; HARGREAVES, 2000) and about professional identity (HALL, 2015; DUBAR, 2009) The main results highlighted that the graduated students feel secure about the specific contents and acknowledge that the professional constitution is a complex process, that it may gain contribution if university and school establish associations to diminish the distance from the institutions and between the theoretical-academic contents and practical. In relation to the career beginning and its sustainability the graduated students describe difficulties with the responsibilities and the conditions of the teacher work and the confrontation of the “real shock” (HUBERMAN, 1997); despite the difficulties, they keep themselves in the career because they find themselves in the students´ relationship and they like the profession. The professional identity is build along the lived experiences, but, they must deal with an identity crises (HALL, 2015) because the expectations from the scholar community are not the same as their own. They highlight the initial formation has a huge contribution to the career beginning and the professional constitution, but even bigger is the contribution from the school. |
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Dessotti, EliseGama, Renata Prenstteterhttp://lattes.cnpq.br/4153572041829838http://lattes.cnpq.br/882177632920390327f0e80d-4352-4470-a76d-8b05f86f12962017-10-11T16:14:08Z2017-10-11T16:14:08Z2017-08-10DESSOTTI, Elise. A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba. 2017. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9151.https://repositorio.ufscar.br/handle/ufscar/9151The present work has the objective to describe and understand the professional constitution of graduated students from teaching courses of UFSCar campus Sorocaba. The methodology is qualitative and interpretative, it has used as instruments to build the data a survey with the graduated students and semi-structured interviews with graduated students that became teachers in order to deepen the data. To understand the context of the research it has been done a documental analyses of the Political Pedagogical Project, the curricular matrixes and the general and specific curricular guidelines of each course. The first step of the building data was the application of a survey to all the graduated students of the teaching courses (Full time and nocturnal Biology, Geography, Mathematics, Chemistry and Physics) to create and analyze it has been used as categories three moments from teaching formation: initial formation, career beginning and continuous training (PACHECO; FLORES, 1999). The second step of the data building was the interviews with one graduated student from each course and to analyze were used the theoretical bases about teaching formation which involves initial and continuous training (PACHECO; FLORES, 1999; VAILLANT; MARCELO, 2012) the career beginning and its sustainability (HUBERMAN, 1997; MARCELO; VAILLANT, 2012; GUARNIERI, 2005. LIMA, 2006; HARGREAVES, 1998; FULLAN; HARGREAVES, 2000) and about professional identity (HALL, 2015; DUBAR, 2009) The main results highlighted that the graduated students feel secure about the specific contents and acknowledge that the professional constitution is a complex process, that it may gain contribution if university and school establish associations to diminish the distance from the institutions and between the theoretical-academic contents and practical. In relation to the career beginning and its sustainability the graduated students describe difficulties with the responsibilities and the conditions of the teacher work and the confrontation of the “real shock” (HUBERMAN, 1997); despite the difficulties, they keep themselves in the career because they find themselves in the students´ relationship and they like the profession. The professional identity is build along the lived experiences, but, they must deal with an identity crises (HALL, 2015) because the expectations from the scholar community are not the same as their own. They highlight the initial formation has a huge contribution to the career beginning and the professional constitution, but even bigger is the contribution from the school.O presente trabalho tem como objetivo descrever e compreender a constituição profissional de egressos dos cursos de licenciatura da UFSCar campus Sorocaba. A metodologia de natureza qualitativa, tipo interpretativa, utilizou como instrumentos para a construção dos dados um questionário inicial com os egressos das licenciaturas e entrevistas semiestruturadas com os egressos inseridos na profissão docente para aprofundamento dos dados. A fim de compreender o contexto da pesquisa, foi realizada uma análise documental dos Projetos Político Pedagógico, das matrizes curriculares e das diretrizes gerais e específicas de cada curso. A primeira etapa de construção de dados foi a aplicação de um questionário para todos os egressos, formados até o primeiro semestre de 2015, dos cursos de licenciatura (Biologia integral e noturno; Geografia, Matemática, Química e Física). Para formulação e análise dos questionários, utilizaram-se como categorias os três momentos da formação docente: a formação inicial, o início de carreira e a formação continuada (PACHECO; FLORES, 1999). A segunda etapa de construção de dados foi a realização de entrevistas com um egresso de cada curso. Na análise, foram utilizadas as bases teóricas sobre formação docente que envolvem a formação inicial e continuada (PACHECO; FLORES, 1999; VAILLANT, MARCELO, 2012), o início de carreira e a sustentabilidade dela (HUBERMAN, 1997; MARCELO; VAILLANT, 2012; GUARNIERI, 2005; LIMA, 2006; HARGREAVES, 1998; FULLAN; HARGREAVES, 2000), e bases teóricas sobre a identidade profissional (HALL, 2015; DUBAR, 2009). Os principais resultados apontam que os egressos se sentem seguros em relação ao conteúdo específico e reconhecem que a constituição profissional é um processo complexo, que pode obter contribuições se a universidade e a escola estabelecerem parcerias, a fim de diminuir a distância entre elas e entre os conteúdos teórico-acadêmicos e práticos. Em relação ao início de carreira e à sustentabilidade, os egressos relatam dificuldades com as responsabilidades, com as condições do trabalho docente e com o enfrentamento do “choque do real” (HUBERMAN, 1997). Apesar das dificuldades, mantêm-se na carreira por encontrarem sentido nas relações com os alunos e por gostarem da profissão. Como a identidade profissional é construída ao longo das experiências vividas, pessoais e profissionais, eles vivenciam uma crise de identidade (HALL, 2015), uma vez que suas expectativas, ao ingressarem na profissão, não correspondem às da comunidade escolar. Os egressos destacam que a formação inicial contribui grandemente para o início de carreira e, consequentemente, para a constituição profissional, mas ressaltam que consideram o papel formativo da escola ainda mais relevante nesse processo.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarProfessor inicianteFormação inicialIdentidade profissional docenteConstituição profissional docenteSustentabilidade docenteProfessores iniciantesProfessores - FormaçãoFirst year teachersTeachers - In-service trainingCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOA constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocabainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600c5e43d3b-5b5b-4cfe-9c46-0d138bc2fd7cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALelise.dessotti.dissertação .pdfelise.dessotti.dissertação .pdfTexto completoapplication/pdf1789174https://repositorio.ufscar.br/bitstream/ufscar/9151/1/elise.dessotti.disserta%c3%a7%c3%a3o%20.pdfa73f689dbb5c13911209c38a911520c1MD51digitalizar0007.pdfdigitalizar0007.pdfCarta orientadoraapplication/pdf417197https://repositorio.ufscar.br/bitstream/ufscar/9151/2/digitalizar0007.pdf039ec72b8b71d7361e9240e89635b62dMD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba |
title |
A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba |
spellingShingle |
A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba Dessotti, Elise Professor iniciante Formação inicial Identidade profissional docente Constituição profissional docente Sustentabilidade docente Professores iniciantes Professores - Formação First year teachers Teachers - In-service training CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba |
title_full |
A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba |
title_fullStr |
A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba |
title_full_unstemmed |
A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba |
title_sort |
A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba |
author |
Dessotti, Elise |
author_facet |
Dessotti, Elise |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8821776329203903 |
dc.contributor.author.fl_str_mv |
Dessotti, Elise |
dc.contributor.advisor1.fl_str_mv |
Gama, Renata Prenstteter |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4153572041829838 |
dc.contributor.authorID.fl_str_mv |
27f0e80d-4352-4470-a76d-8b05f86f1296 |
contributor_str_mv |
Gama, Renata Prenstteter |
dc.subject.por.fl_str_mv |
Professor iniciante Formação inicial Identidade profissional docente Constituição profissional docente Sustentabilidade docente Professores iniciantes Professores - Formação |
topic |
Professor iniciante Formação inicial Identidade profissional docente Constituição profissional docente Sustentabilidade docente Professores iniciantes Professores - Formação First year teachers Teachers - In-service training CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
First year teachers Teachers - In-service training |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The present work has the objective to describe and understand the professional constitution of graduated students from teaching courses of UFSCar campus Sorocaba. The methodology is qualitative and interpretative, it has used as instruments to build the data a survey with the graduated students and semi-structured interviews with graduated students that became teachers in order to deepen the data. To understand the context of the research it has been done a documental analyses of the Political Pedagogical Project, the curricular matrixes and the general and specific curricular guidelines of each course. The first step of the building data was the application of a survey to all the graduated students of the teaching courses (Full time and nocturnal Biology, Geography, Mathematics, Chemistry and Physics) to create and analyze it has been used as categories three moments from teaching formation: initial formation, career beginning and continuous training (PACHECO; FLORES, 1999). The second step of the data building was the interviews with one graduated student from each course and to analyze were used the theoretical bases about teaching formation which involves initial and continuous training (PACHECO; FLORES, 1999; VAILLANT; MARCELO, 2012) the career beginning and its sustainability (HUBERMAN, 1997; MARCELO; VAILLANT, 2012; GUARNIERI, 2005. LIMA, 2006; HARGREAVES, 1998; FULLAN; HARGREAVES, 2000) and about professional identity (HALL, 2015; DUBAR, 2009) The main results highlighted that the graduated students feel secure about the specific contents and acknowledge that the professional constitution is a complex process, that it may gain contribution if university and school establish associations to diminish the distance from the institutions and between the theoretical-academic contents and practical. In relation to the career beginning and its sustainability the graduated students describe difficulties with the responsibilities and the conditions of the teacher work and the confrontation of the “real shock” (HUBERMAN, 1997); despite the difficulties, they keep themselves in the career because they find themselves in the students´ relationship and they like the profession. The professional identity is build along the lived experiences, but, they must deal with an identity crises (HALL, 2015) because the expectations from the scholar community are not the same as their own. They highlight the initial formation has a huge contribution to the career beginning and the professional constitution, but even bigger is the contribution from the school. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-10-11T16:14:08Z |
dc.date.available.fl_str_mv |
2017-10-11T16:14:08Z |
dc.date.issued.fl_str_mv |
2017-08-10 |
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dc.identifier.citation.fl_str_mv |
DESSOTTI, Elise. A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba. 2017. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9151. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9151 |
identifier_str_mv |
DESSOTTI, Elise. A constituição profissional do professor em início de carreira: percepções dos egressos dos cursos de licenciatura da UFSCar- Sorocaba. 2017. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9151. |
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https://repositorio.ufscar.br/handle/ufscar/9151 |
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openAccess |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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Programa de Pós-Graduação em Educação - PPGEd-So |
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UFSCar |
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Universidade Federal de São Carlos Câmpus Sorocaba |
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