After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice

Detalhes bibliográficos
Autor(a) principal: Mendes, Ademir Aparecido Pinhelli
Data de Publicação: 2022
Outros Autores: Sabadine, Ketlyn Marcieli Ferreira, Gabriel, Fábio Antonio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas (Florianópolis. Online)
Texto Completo: https://www.periodicos.udesc.br/index.php/linhas/article/view/18809
Resumo: This paper deals with the influence of the trainer professor in his/her students’ choosing for the teaching profession. The aim was to analyze the continuities and discontinuities in the training of Philosophy teachers, taking as an empirical reference the analysis of the training process of these professionals. The research methodology was qualitative, whose data were collected through semi-structured interviews, conducted with three Philosophy teachers/professors who work in High School and Higher Education. The categories “continuity” and “discontinuity” emerged from the analyzes, which, supported by the adopted theoretical framework, made the understanding of some aspects of the teacher education of the interviewed subjects possible. Thus, evidence in relation to the importance and the need for specific teacher training in Philosophy as one of the conditions for professional performance was found.
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spelling After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice¿Por qué uno decide convertirse en profesor de filosofía? Entre las continuidades y discontinuidades de la elecciónAfinal, por que alguém decide ser professor de Filosofia? Entre as continuidades e descontinuidades da escolhaprofessoresfilosofiaformação docenteescolha profissionalformação de professoresteachersphilosophytrainingprofessional choiceprofesoresfilosofíaformaciónelección profesionalThis paper deals with the influence of the trainer professor in his/her students’ choosing for the teaching profession. The aim was to analyze the continuities and discontinuities in the training of Philosophy teachers, taking as an empirical reference the analysis of the training process of these professionals. The research methodology was qualitative, whose data were collected through semi-structured interviews, conducted with three Philosophy teachers/professors who work in High School and Higher Education. The categories “continuity” and “discontinuity” emerged from the analyzes, which, supported by the adopted theoretical framework, made the understanding of some aspects of the teacher education of the interviewed subjects possible. Thus, evidence in relation to the importance and the need for specific teacher training in Philosophy as one of the conditions for professional performance was found.Este artículo trata de la influencia del profesor formador en la elección de la profesión docente por parte de sus alumnos. El objetivo fue analizar las continuidades y discontinuidades en la formación de profesores de filosofía, tomando como referencia empírica el análisis de su proceso de formación. La metodología fue de carácter cualitativo, cuyos datos se recogieron a través de entrevistas semiestructuradas a tres profesores de Filosofía que trabajan en la Enseñanza Secundaria y Superior. De los análisis surgieron las categorías "continuidad" y "discontinuidad" que, apoyadas en el marco teórico adoptado, permitieron comprender algunos aspectos de la formación docente de los sujetos entrevistados. Así, se evidenció la importancia y la necesidad de la formación específica del profesorado en Filosofía como una de las condiciones para el desempeño profesional.Este artigo trata da influência do professor formador na escolha de seus formandos pela profissão docente. O objetivo foi analisar as continuidades e as descontinuidades na formação de professores de Filosofia, tomando como referência empírica a análise do processo de formação desses profissionais. A metodologia foi de cunho qualitativo, cujos dados foram coletados por meio de entrevistas semiestruturadas, realizadas com três professores de Filosofia que atuam no Ensino Médio e no Ensino Superior. Emergiram das análises as categorias “continuidade” e “descontinuidade”, que, amparadas no referencial teórico adotado, possibilitaram compreender alguns aspectos da formação docente dos sujeitos entrevistados. Encontraram-se, assim, evidências da importância e da necessidade da formação docente específica em Filosofia como uma das condições para a atuação profissional.Universidade do Estado de Santa Catarina - UDESC2022-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/1880910.5965/1984723823512022315Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 315 - 3331984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/18809/14398Copyright (c) 2022 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMendes, Ademir Aparecido Pinhelli Sabadine, Ketlyn Marcieli Ferreira Gabriel, Fábio Antonio2022-05-05T13:21:53Zoai:ojs.revistas.udesc.br:article/18809Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2022-05-05T13:21:53Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice
¿Por qué uno decide convertirse en profesor de filosofía? Entre las continuidades y discontinuidades de la elección
Afinal, por que alguém decide ser professor de Filosofia? Entre as continuidades e descontinuidades da escolha
title After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice
spellingShingle After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice
Mendes, Ademir Aparecido Pinhelli
professores
filosofia
formação docente
escolha profissional
formação de professores
teachers
philosophy
training
professional choice
profesores
filosofía
formación
elección profesional
title_short After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice
title_full After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice
title_fullStr After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice
title_full_unstemmed After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice
title_sort After all, why does anyone decide to be a Philosophy teacher? Among the continuities and discontinuities of the choice
author Mendes, Ademir Aparecido Pinhelli
author_facet Mendes, Ademir Aparecido Pinhelli
Sabadine, Ketlyn Marcieli Ferreira
Gabriel, Fábio Antonio
author_role author
author2 Sabadine, Ketlyn Marcieli Ferreira
Gabriel, Fábio Antonio
author2_role author
author
dc.contributor.author.fl_str_mv Mendes, Ademir Aparecido Pinhelli
Sabadine, Ketlyn Marcieli Ferreira
Gabriel, Fábio Antonio
dc.subject.por.fl_str_mv professores
filosofia
formação docente
escolha profissional
formação de professores
teachers
philosophy
training
professional choice
profesores
filosofía
formación
elección profesional
topic professores
filosofia
formação docente
escolha profissional
formação de professores
teachers
philosophy
training
professional choice
profesores
filosofía
formación
elección profesional
description This paper deals with the influence of the trainer professor in his/her students’ choosing for the teaching profession. The aim was to analyze the continuities and discontinuities in the training of Philosophy teachers, taking as an empirical reference the analysis of the training process of these professionals. The research methodology was qualitative, whose data were collected through semi-structured interviews, conducted with three Philosophy teachers/professors who work in High School and Higher Education. The categories “continuity” and “discontinuity” emerged from the analyzes, which, supported by the adopted theoretical framework, made the understanding of some aspects of the teacher education of the interviewed subjects possible. Thus, evidence in relation to the importance and the need for specific teacher training in Philosophy as one of the conditions for professional performance was found.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/18809
10.5965/1984723823512022315
url https://www.periodicos.udesc.br/index.php/linhas/article/view/18809
identifier_str_mv 10.5965/1984723823512022315
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/18809/14398
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
dc.source.none.fl_str_mv Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 315 - 333
1984-7238
reponame:Linhas (Florianópolis. Online)
instname:Universidade do Estado de Santa Catarina (UDESC)
instacron:(UDESC)
instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str (UDESC)
institution (UDESC)
reponame_str Linhas (Florianópolis. Online)
collection Linhas (Florianópolis. Online)
repository.name.fl_str_mv Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com
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