TEACHING IDENTITY: STUDY OF THE REGISTERED PEDAGOGICAL CONCEPCTIONS AND THE ITS CURRENT NULL PRACTICE

• Autor(a) principal: Gesser, Verônica
• Data de Publicação: 2012
• Outros Autores: Santos, Zemilda do Carmo Weber do Nacimento dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/16149
• topic: Education; Memory; Identity; Teaching; Educação; Memória; Identidade; Docência

This article presents the current educational conceptions in the teaching practice at the  context of an educational reality in a district of Santa Catarina. The research involved three decades (1940, 1950, 1960) which was developed based on the signs science of the identity carrier of the eight retired elementary teachers in this public district. This work approach was based on the qualitative research, taking teachers´ memories as data collection through oral narratives. The study had a reading analysis and interpretation of the information under a different look,  and supported in the literature that addresses the training of teachers. The theoretical framework was based on authors who have given support to approaches thatwere necessary, such as memory, identities, experiences, conceptions of gender and education. Amongthese authors we can mention, Bittar; Ferreira Jr., 2004 - Bosi, 1994 - Brandão, 2008 - Bueno; Chamlian; Sousa; Catani, 2006 - Corrêa, 1985  – Fáveri, 2004 - Ferreira, 2006  – Freitas, 2002  – Gesser, 2002  –Gonçalves; Lisboa, 2007 - Halbwacks, 1990 - Hamilton, 2002 - Josso, 2004 - Le Goff, 2003 - Linhares, 2006  - Luciano, 2001  - Meihy, 2006.  These narratives gave the study a matrix which enables the researchers to comprehend these educational scenary which greatly differed of the documented history