Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument

Detalhes bibliográficos
Autor(a) principal: Nascimento, Lucilene Aparecida e Lima do
Data de Publicação: 2023
Outros Autores: Rôças, Giselle
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5996
Resumo: This study is configured as a state of knowledge about the conceptualizations of continuing education, protagonism, and teaching identity present in the literature to compose the theoretical core of the research conducted in a professional doctoral thesis. To this end, the BUSCAd tool was used for the search process and bibliographic survey on different online platforms. The mapped documents were analyzed considering the study's guiding questions: How does a teacher act as a protagonist of his professional training? Can the teacher's continuing education influence/define the teacher's protagonism and identity process? What are the concepts and conceptions of continuing education, identity, and teaching protagonism? The review expanded the corpus of analysis, also dialoguing with the concepts of collective memory, socio-affective memory, and social insertion of teachers. It was found that the pedagogical and scientific conceptual plurality provided subsidies to the research, allowing cuts in the theoretical-conceptual path for the study to proceed.
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spelling Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrumentTEXTURAS TEÓRICAS: EL ESTADO DEL CONOCIMIENTO SOBRE LOS CONCEPTOS DE FORMACIÓN CONTINUA, PROTAGONISMO E IDENTIDAD DOCENTE A TRAVÉS DEL INSTRUMENTO BUSCADTessituras Teóricas: O Estado do Conhecimento sobre as concepções de formação continuada, protagonismo e identidade docente a partir do instrumento BUSCAdFormação ContinuadaProtagonismo docenteIdentidade docenteContinuing educationTeacher protagonismTeaching IdentityEducación continuaProtagonismo del maestroidentidad del profesorThis study is configured as a state of knowledge about the conceptualizations of continuing education, protagonism, and teaching identity present in the literature to compose the theoretical core of the research conducted in a professional doctoral thesis. To this end, the BUSCAd tool was used for the search process and bibliographic survey on different online platforms. The mapped documents were analyzed considering the study's guiding questions: How does a teacher act as a protagonist of his professional training? Can the teacher's continuing education influence/define the teacher's protagonism and identity process? What are the concepts and conceptions of continuing education, identity, and teaching protagonism? The review expanded the corpus of analysis, also dialoguing with the concepts of collective memory, socio-affective memory, and social insertion of teachers. It was found that the pedagogical and scientific conceptual plurality provided subsidies to the research, allowing cuts in the theoretical-conceptual path for the study to proceed.Este trabajo se configura como un relevamiento del estado del conocimiento sobre los conceptos de formación permanente, protagonismo e identidad docente presentes en la literatura, con el propósito de componer el núcleo teórico de la investigación realizada en una tesis doctoral profesional. Para ello se utilizó la herramienta BUSCAd para el proceso de búsqueda y levantamiento bibliográfico en diferentes plataformas en línea. El análisis de los documentos mapeados se realizó a la luz de las preguntas orientadoras del estudio: ¿Cómo actúa un docente como protagonista de su propia formación profesional? ¿Es posible que la formación permanente del docente influya/defina el proceso de protagonismo e identidad docente? ¿Cuáles son los conceptos y concepciones de la formación permanente, la identidad y el protagonismo docente? La revisión amplió el corpus de análisis, dialogando también con los conceptos de memoria colectiva, memoria socioafectiva e inserción social de los docentes. Se constató que la pluralidad conceptual pedagógica y científica proporcionó subsidios a la investigación, permitiendo cortes en el camino teórico-conceptual para el desarrollo del estudio.Este trabalho se configura como um levantamento do tipo estado do conhecimento acerca das conceituações sobre formação continuada, protagonismo e identidade docente presentes na literatura, com a finalidade de compor o bojo teórico da pesquisa conduzida em uma tese de doutorado profissional. Para tal, utilizou-se a ferramenta BUSCAd para o processo de busca e levantamento bibliográfico em distintas plataformas online. A análise dos documentos mapeados foi feita a luz de questões norteadoras do estudo: De que maneira um professor atua como protagonista de sua própria formação profissional? É possível a formação continuada do professor influenciar/definir o protagonismo e o processo identitário docente? Quais os conceitos e concepções de formação continuada, identidade e protagonismo docente? A revisão ampliou o corpus de análise, dialogando ainda com as concepções de memória coletiva, memória socioafetiva e inserção social docente. Constatou-se que a pluralidade conceitual pedagógica e científica forneceu subsídios à pesquisa, possibilitando recortes na trajetória teórica-conceitual para o caminhar do estudo.SciELO PreprintsSciELO PreprintsSciELO Preprints2023-05-05info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/599610.1590/SciELOPreprints.5996porhttps://preprints.scielo.org/index.php/scielo/article/view/5996/11515Copyright (c) 2023 Lucilene Aparecida e Lima do Nascimento, Giselle Rôçashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNascimento, Lucilene Aparecida e Lima doRôças, Gisellereponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-04-29T15:00:55Zoai:ops.preprints.scielo.org:preprint/5996Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-04-29T15:00:55SciELO Preprints - Scientific Electronic Library Online (SCIELO)false
dc.title.none.fl_str_mv Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument
TEXTURAS TEÓRICAS: EL ESTADO DEL CONOCIMIENTO SOBRE LOS CONCEPTOS DE FORMACIÓN CONTINUA, PROTAGONISMO E IDENTIDAD DOCENTE A TRAVÉS DEL INSTRUMENTO BUSCAD
Tessituras Teóricas: O Estado do Conhecimento sobre as concepções de formação continuada, protagonismo e identidade docente a partir do instrumento BUSCAd
title Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument
spellingShingle Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument
Nascimento, Lucilene Aparecida e Lima do
Formação Continuada
Protagonismo docente
Identidade docente
Continuing education
Teacher protagonism
Teaching Identity
Educación continua
Protagonismo del maestro
identidad del profesor
title_short Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument
title_full Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument
title_fullStr Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument
title_full_unstemmed Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument
title_sort Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument
author Nascimento, Lucilene Aparecida e Lima do
author_facet Nascimento, Lucilene Aparecida e Lima do
Rôças, Giselle
author_role author
author2 Rôças, Giselle
author2_role author
dc.contributor.author.fl_str_mv Nascimento, Lucilene Aparecida e Lima do
Rôças, Giselle
dc.subject.por.fl_str_mv Formação Continuada
Protagonismo docente
Identidade docente
Continuing education
Teacher protagonism
Teaching Identity
Educación continua
Protagonismo del maestro
identidad del profesor
topic Formação Continuada
Protagonismo docente
Identidade docente
Continuing education
Teacher protagonism
Teaching Identity
Educación continua
Protagonismo del maestro
identidad del profesor
description This study is configured as a state of knowledge about the conceptualizations of continuing education, protagonism, and teaching identity present in the literature to compose the theoretical core of the research conducted in a professional doctoral thesis. To this end, the BUSCAd tool was used for the search process and bibliographic survey on different online platforms. The mapped documents were analyzed considering the study's guiding questions: How does a teacher act as a protagonist of his professional training? Can the teacher's continuing education influence/define the teacher's protagonism and identity process? What are the concepts and conceptions of continuing education, identity, and teaching protagonism? The review expanded the corpus of analysis, also dialoguing with the concepts of collective memory, socio-affective memory, and social insertion of teachers. It was found that the pedagogical and scientific conceptual plurality provided subsidies to the research, allowing cuts in the theoretical-conceptual path for the study to proceed.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/5996
10.1590/SciELOPreprints.5996
url https://preprints.scielo.org/index.php/scielo/preprint/view/5996
identifier_str_mv 10.1590/SciELOPreprints.5996
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/5996/11515
dc.rights.driver.fl_str_mv Copyright (c) 2023 Lucilene Aparecida e Lima do Nascimento, Giselle Rôças
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Lucilene Aparecida e Lima do Nascimento, Giselle Rôças
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:Scientific Electronic Library Online (SCIELO)
instacron:SCI
instname_str Scientific Electronic Library Online (SCIELO)
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - Scientific Electronic Library Online (SCIELO)
repository.mail.fl_str_mv scielo.submission@scielo.org
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