O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Biblioteca Digital de Teses e Dissertações da UCB |
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Penso, Maria Aparecidahttp://lattes.cnpq.br/3396880960078456http://lattes.cnpq.br/6494730319841625Almeida, Sandra Raquel de2020-04-02T15:48:06Z2019-11-04ALMEIDA, Sandra Raquel de. O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia. 2019. 263 f. Tese (Programa Stricto Sensu em Psicologia) - Universidade Cat??lica de Bras??lia, Bras??lia, 2019.https://bdtd.ucb.br:8443/jspui/handle/tede/2727This 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.Esta Tese de Doutoramento tem como tema o processo de constitui????o da identidade docente de professores alfabetizadores. Seu objetivo foi de compreender a repercuss??o das suas trajet??rias sociofamiliares e de forma????o para a doc??ncia, na constru????o de suas identidades docentes que influenciam suas pr??ticas pedag??gicas, voltadas para a alfabetiza????o de estudantes provenientes de contextos de desigualdades sociais. A constru????o te??rica perpassou pela compreens??o da constitui????o do sujeito singular e plural, ?? luz da Psicossociologia Francesa e da Sociologia Cl??nica e das pedagogias emancipat??rias fundamentadas na Educa????o Libertadora. Foram realizadas duas revis??es sistem??ticas: uma sobre identidade e identidade docente, outra, sobre forma????o docente e pr??tica de professores alfabetizadores. Os sujeitos foram seis professoras alfabetizadoras. Os procedimentos de coleta envolveram entrevistas semiestruturadas para conhecer a trajet??ria social e de forma????o docente das participantes; entrevistas e constru????es dos genogramas para conhecer a hist??ria familiar; escrita do relato autobiogr??fico e encontro para a entrega e manifesta????o livre sobre o que representou para cada uma delas participar da pesquisa. Na an??lise das informa????es, utilizou-se a abordagem qualitativa em busca da constru????o de um conhecimento construtivo-interpretativo (Gonz??lez Rey, 2005). Foram levantados indicadores que orientaram a constru????o de tr??s Zonas de Sentido: Influ??ncia familiar e identidade docente: o estudo como base para o trabalho e a doc??ncia como heran??a de mulheres cuidadoras; a influ??ncia cultural na trajet??ria rumo ?? doc??ncia; e, O tornar-se professora: contribui????es e lacunas da forma????o acad??mica para a doc??ncia. Os resultados apontaram que as identidades docentes das alfabetizadoras foram fortemente marcadas pelas heran??as familiares de mulheres cuidadoras; pelo incentivo e exig??ncia familiar em rela????o aos estudos, como estrat??gia de transforma????o de suas realidades sociais; e, pela identifica????o com seus professores desde o in??cio da escolariza????o at?? a atualidade, em forma????o continuada e/ou em p??s-gradua????o, revelando que se trata de uma identidade cambiante. A implica????o pedag??gica das seis professoras, com os estudantes provenientes de contextos de desigualdades sociais, foi revelada atrav??s de seus sentimentos de auto responsabiliza????o pelas aprendizagens destes estudantes, buscando atualizar seus conhecimentos para ajud??-los a superar os obst??culos. Quando seus alunos n??o alcan??avam os resultados esperados em suas aprendizagens cognitivas, eram tomadas por sentimentos de: frustra????o, impot??ncia e solid??o. Para lidar com o sofrimento gerado por estes sentimentos, elas buscavam as compensa????es cuidando emocionalmente de seus estudantes. Verificou-se a limita????o dos cursos de Ensino Superior em Pedagogia, na forma????o de compet??ncias necess??rias ??s atribui????es do professor alfabetizador, apesar desta responsabilidade ser preconizada na legisla????o brasileira. Constatou-se tamb??m que, apesar de o p??blico proveniente de contextos de desigualdades sociais existir desde o surgimento da escola p??blica, desenvolver estrat??gias eficazes para os professores atuarem neste contexto n??o tem sido o foco dos cursos formadores dos pedagogos.Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2020-04-02T15:47:45Z No. of bitstreams: 1 SandraRaqueldeAlmeidaTese2019.pdf: 2252821 bytes, checksum: 606e9610fa200249e17db8ee3c341bae (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2020-04-02T15:48:06Z (GMT) No. of bitstreams: 1 SandraRaqueldeAlmeidaTese2019.pdf: 2252821 bytes, checksum: 606e9610fa200249e17db8ee3c341bae (MD5)Made available in DSpace on 2020-04-02T15:48:06Z (GMT). No. of bitstreams: 1 SandraRaqueldeAlmeidaTese2019.pdf: 2252821 bytes, checksum: 606e9610fa200249e17db8ee3c341bae (MD5) Previous issue date: 2019-11-04application/pdfhttps://200.214.135.178:8443/jspui/retrieve/7006/SandraRaqueldeAlmeidaTese2019.pdf.jpgporUniversidade Cat??lica de Bras??liaPrograma Stricto Sensu em PsicologiaUCBBrasilEscola de Sa??de e MedicinaProfessoresAlfabetiza????oIdentidade docenteDesigualdade socialTeaching identitySocial inequalityTeachersLiteracyCNPQ::CIENCIAS HUMANAS::PSICOLOGIAO tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??nciainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UCBinstname:Universidade Católica de Brasília (UCB)instacron:UCBTHUMBNAILSandraRaqueldeAlmeidaTese2019.pdf.jpgSandraRaqueldeAlmeidaTese2019.pdf.jpgimage/jpeg5710https://200.214.135.178:8443/jspui/bitstream/tede/2727/4/SandraRaqueldeAlmeidaTese2019.pdf.jpg005e294db12a029163543b3b8a11b7a0MD54TEXTSandraRaqueldeAlmeidaTese2019.pdf.txtSandraRaqueldeAlmeidaTese2019.pdf.txttext/plain650504https://200.214.135.178:8443/jspui/bitstream/tede/2727/3/SandraRaqueldeAlmeidaTese2019.pdf.txt06b214a50f1672b98d86f1d3cc3d8508MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81905https://200.214.135.178:8443/jspui/bitstream/tede/2727/1/license.txt75558dcf859532757239878b42f1c2c7MD51ORIGINALSandraRaqueldeAlmeidaTese2019.pdfSandraRaqueldeAlmeidaTese2019.pdfapplication/pdf2252821https://200.214.135.178:8443/jspui/bitstream/tede/2727/2/SandraRaqueldeAlmeidaTese2019.pdf606e9610fa200249e17db8ee3c341baeMD52tede/27272020-07-07 15:57:41.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 Digital de Teses e Dissertaçõeshttps://bdtd.ucb.br:8443/jspui/ |
dc.title.por.fl_str_mv |
O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia |
title |
O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia |
spellingShingle |
O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia Almeida, Sandra Raquel de Professores Alfabetiza????o Identidade docente Desigualdade social Teaching identity Social inequality Teachers Literacy CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia |
title_full |
O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia |
title_fullStr |
O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia |
title_full_unstemmed |
O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia |
title_sort |
O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia |
author |
Almeida, Sandra Raquel de |
author_facet |
Almeida, Sandra Raquel de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Penso, Maria Aparecida |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3396880960078456 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6494730319841625 |
dc.contributor.author.fl_str_mv |
Almeida, Sandra Raquel de |
contributor_str_mv |
Penso, Maria Aparecida |
dc.subject.por.fl_str_mv |
Professores Alfabetiza????o Identidade docente Desigualdade social |
topic |
Professores Alfabetiza????o Identidade docente Desigualdade social Teaching identity Social inequality Teachers Literacy CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Teaching identity Social inequality Teachers Literacy |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.description.abstract.eng.fl_txt_mv |
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. |
dc.description.abstract.por.fl_txt_mv |
Esta Tese de Doutoramento tem como tema o processo de constitui????o da identidade docente de professores alfabetizadores. Seu objetivo foi de compreender a repercuss??o das suas trajet??rias sociofamiliares e de forma????o para a doc??ncia, na constru????o de suas identidades docentes que influenciam suas pr??ticas pedag??gicas, voltadas para a alfabetiza????o de estudantes provenientes de contextos de desigualdades sociais. A constru????o te??rica perpassou pela compreens??o da constitui????o do sujeito singular e plural, ?? luz da Psicossociologia Francesa e da Sociologia Cl??nica e das pedagogias emancipat??rias fundamentadas na Educa????o Libertadora. Foram realizadas duas revis??es sistem??ticas: uma sobre identidade e identidade docente, outra, sobre forma????o docente e pr??tica de professores alfabetizadores. Os sujeitos foram seis professoras alfabetizadoras. Os procedimentos de coleta envolveram entrevistas semiestruturadas para conhecer a trajet??ria social e de forma????o docente das participantes; entrevistas e constru????es dos genogramas para conhecer a hist??ria familiar; escrita do relato autobiogr??fico e encontro para a entrega e manifesta????o livre sobre o que representou para cada uma delas participar da pesquisa. Na an??lise das informa????es, utilizou-se a abordagem qualitativa em busca da constru????o de um conhecimento construtivo-interpretativo (Gonz??lez Rey, 2005). Foram levantados indicadores que orientaram a constru????o de tr??s Zonas de Sentido: Influ??ncia familiar e identidade docente: o estudo como base para o trabalho e a doc??ncia como heran??a de mulheres cuidadoras; a influ??ncia cultural na trajet??ria rumo ?? doc??ncia; e, O tornar-se professora: contribui????es e lacunas da forma????o acad??mica para a doc??ncia. Os resultados apontaram que as identidades docentes das alfabetizadoras foram fortemente marcadas pelas heran??as familiares de mulheres cuidadoras; pelo incentivo e exig??ncia familiar em rela????o aos estudos, como estrat??gia de transforma????o de suas realidades sociais; e, pela identifica????o com seus professores desde o in??cio da escolariza????o at?? a atualidade, em forma????o continuada e/ou em p??s-gradua????o, revelando que se trata de uma identidade cambiante. A implica????o pedag??gica das seis professoras, com os estudantes provenientes de contextos de desigualdades sociais, foi revelada atrav??s de seus sentimentos de auto responsabiliza????o pelas aprendizagens destes estudantes, buscando atualizar seus conhecimentos para ajud??-los a superar os obst??culos. Quando seus alunos n??o alcan??avam os resultados esperados em suas aprendizagens cognitivas, eram tomadas por sentimentos de: frustra????o, impot??ncia e solid??o. Para lidar com o sofrimento gerado por estes sentimentos, elas buscavam as compensa????es cuidando emocionalmente de seus estudantes. Verificou-se a limita????o dos cursos de Ensino Superior em Pedagogia, na forma????o de compet??ncias necess??rias ??s atribui????es do professor alfabetizador, apesar desta responsabilidade ser preconizada na legisla????o brasileira. Constatou-se tamb??m que, apesar de o p??blico proveniente de contextos de desigualdades sociais existir desde o surgimento da escola p??blica, desenvolver estrat??gias eficazes para os professores atuarem neste contexto n??o tem sido o foco dos cursos formadores dos pedagogos. |
description |
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. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-11-04 |
dc.date.accessioned.fl_str_mv |
2020-04-02T15:48:06Z |
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info:eu-repo/semantics/publishedVersion |
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ALMEIDA, Sandra Raquel de. O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia. 2019. 263 f. Tese (Programa Stricto Sensu em Psicologia) - Universidade Cat??lica de Bras??lia, Bras??lia, 2019. |
dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/2727 |
identifier_str_mv |
ALMEIDA, Sandra Raquel de. O tornar-se professora alfabetizadora: heran??a familiar, identidade e forma????o para a doc??ncia. 2019. 263 f. Tese (Programa Stricto Sensu em Psicologia) - Universidade Cat??lica de Bras??lia, Bras??lia, 2019. |
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https://bdtd.ucb.br:8443/jspui/handle/tede/2727 |
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por |
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por |
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openAccess |
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Universidade Cat??lica de Bras??lia |
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Programa Stricto Sensu em Psicologia |
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UCB |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Escola de Sa??de e Medicina |
publisher.none.fl_str_mv |
Universidade Cat??lica de Bras??lia |
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UCB |
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