O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia

• Autor(a) principal: Almeida, Sandra Raquel de
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UCB
• Texto Completo: https://bdtd.ucb.br:8443/jspui/handle/tede/2727
• topic: Professores; Alfabetiza????o; Identidade docente; Desigualdade social; Teaching identity; Social inequality; Teachers; Literacy; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

This PhD Thesis has as its theme the process of constitution of the teaching identity of literacy teachers. Its objective was to understand the repercussion of the socio-familiar trajectories and formation for the teaching of literacy teachers in the construction of their teaching identities that influence their pedagogical practices directed to the literacy of students coming from contexts of social inequalities. The theoretical construction went through the understanding of the constitution of the singular and plural subject in the light of French Psychosociology and Clinical Sociology; and emancipatory pedagogies based on Liberating Education. Systematic reviews were conducted on: identity and teaching identity; and, teacher training and practice of literacy teachers. The subjects were six teachers who The collection procedures involved semi-structured interviews to know the social trajectory and teacher education of the participants; interviews and constructions of genograms to know family history; writing of the autobiographical report and meeting for delivery and free manifestation about what it represented for each one of them to participate in the research. In the analysis of the information we used the qualitative approach in search of building a constructive-interpretative knowledge (Gonz??lez Rey, 2005). Indicators that guided the construction of three Sense Zones were raised: Family influence and teaching identity: the study as a basis for work and teaching as inheritance of women caregivers; Cultural influence on the path towards teaching; and, Becoming a teacher: contributions and gaps in academic education for teaching. The results showed that the teaching identity of the literacy teachers were strongly marked by the family inheritance of women caregivers; by the encouragement and family demand in relation to studies as a strategy of transformation of their social realities; and by identifying with their teachers from the beginning of schooling until today in continuing education and / or postgraduate, revealing that this is a changing identity. The pedagogical implication of the six teachers with students coming from contexts of social inequalities was revealed through their feelings of self-responsibility for their learning, seeking to update their knowledge to help them overcome obstacles. When their students did not achieve the expected results in their cognitive learning, they were overwhelmed by feelings of frustration, helplessness, and loneliness. To deal with the suffering generated by these feelings, they sought compensations by emotionally taking care of their students. It was verified the limitation of the Pedagogy Higher Education courses in the formation of necessary competences to the attributions of the literacy teacher, although this responsibility is recommended in the Brazilian legislation. It was also found that, although the public coming from contexts of social inequalities has existed since the emergence of the public school, developing effective strategies for teachers to act in this context has not been the focus of educator training courses.