The teacher’s social value and its impact in the teacher identity education: an analytic study
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olhar de Professor (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15798 |
Resumo: | The current study aims to present primary school’s teachers’ perception relating to their teacher identity, as well as how the surrounding agents understand this professional, attributing value or not. The methodological framework is based in considerations made by Charlot (2000); Pimenta (1999), Nóvoa (1997) e Tardif (2002) The Such analysis was reinforced through data collection, using interviews with teachers and questionnaires answered by families. Such data constituted the analyses’ corpus through a qualitative approach. The discussion also refers to the way in which many teachers believe that teacher training goes through the vocational sphere. The article is divided into three sections, which address: (1) the teaching identity constitution, (2) the ways teachers can be valued, emphasizing social valuations and (3) the analysis of the data collected. The results from the research point that The social devaluation of the teacher comes from a historical context that considers the teaching profession related to vocation, which interferes in the construction of the identity of this professional. |
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The teacher’s social value and its impact in the teacher identity education: an analytic studyLa valorizacion social del professorado y su impacto en la formación de la identidad del profesor: un estudio analíticoA valorização social do professor e seu impacto na formação da identidade docente: um estudo analíticoFormação de professores. Identidade docente. Valorização do professor.Teacher training. Teacher identity. Teacher valuationFormación del profesorado. Identidad docente. Valoración del profesor.The current study aims to present primary school’s teachers’ perception relating to their teacher identity, as well as how the surrounding agents understand this professional, attributing value or not. The methodological framework is based in considerations made by Charlot (2000); Pimenta (1999), Nóvoa (1997) e Tardif (2002) The Such analysis was reinforced through data collection, using interviews with teachers and questionnaires answered by families. Such data constituted the analyses’ corpus through a qualitative approach. The discussion also refers to the way in which many teachers believe that teacher training goes through the vocational sphere. The article is divided into three sections, which address: (1) the teaching identity constitution, (2) the ways teachers can be valued, emphasizing social valuations and (3) the analysis of the data collected. The results from the research point that The social devaluation of the teacher comes from a historical context that considers the teaching profession related to vocation, which interferes in the construction of the identity of this professional.Este estudio tiene como objetivo presentar la percepción de los docentes en los primeros años de la escuela primaria en relación a su identidad docente, así como la forma en que la comunidad que los rodea entiende a este profesional: lo valoren o no. El marco teórico siguió las consideraciones de Charlot (2000); Pimenta (1999), Nóvoa (1997) y Tardif (2002), entre otros. Los datos se recolectaron mediante dos instrumentos: entrevistas a docentes y cuestionarios respondidos por las familias. Dichos datos constituyeron el corpus de análisis, a través de un enfoque cualitativo. El estudio señala la forma en que muchos maestros destacan el aspecto del sacerdocio de la enseñanza. El artículo se divide en tres apartados: (1) la constitución de la identidad docente; (2) formas de valoración del docente, con énfasis en la valoración social y (3) presentación y análisis de los datos recolectados. Los resultados de la investigación señalan que la desvalorización social del docente proviene de un contexto histórico que considera la profesión docente relacionada con la vocación, lo que interfiere en la construcción de la identidad de este professional.O presente estudo tem a finalidade de apresentar a percepção de professores dos anos iniciais do Ensino Fundamental em relação à sua identidade docente, bem como a forma como a comunidade de seu entorno compreende este profissional: valorizando-o ou não. O referencial teórico seguiu as considerações de Charlot (2000); Pimenta (1999), Nóvoa (1997) e Tardif (2002), entre outros. Foram coletados dados por meio de dois instrumentos: entrevistas com professores e questionários respondidos pelas famílias. Tais dados constituíram o corpus de análise, por meio de abordagem qualitativa. O estudo aponta o modo como muitos docentes destacam o aspecto do sacerdócio da docência. O artigo está dividido em três seções: (1) a constituição da identidade docente; (2) as formas de valorização do professor, com ênfase na valorização social e (3) apresentação e análise dos dados coletados. Os resultados da pesquisa apontam que a desvalorização social do professor é proveniente de um contexto histórico que considera a profissão docente relacionada à vocação, o que interfere na construção da identidade deste profissional.Editora UEPG2022-03-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/1579810.5212/OlharProfr.v.25.15798.015Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-21Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-21Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-21Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-21Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-211984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/15798/209209216425Copyright (c) 2022 Brenda Raíza Domingos Mendes, Kessy Eduarda Aparecida Marcolino, Roberta Negrão de Araújoinfo:eu-repo/semantics/openAccessMendes, Brenda Raíza DomingosMarcolino, Kessy Eduarda AparecidaAraújo, Roberta Negrão de2023-03-08T01:37:19Zoai:uepg.br:article/15798Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2023-03-08T01:37:19Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
The teacher’s social value and its impact in the teacher identity education: an analytic study La valorizacion social del professorado y su impacto en la formación de la identidad del profesor: un estudio analítico A valorização social do professor e seu impacto na formação da identidade docente: um estudo analítico |
title |
The teacher’s social value and its impact in the teacher identity education: an analytic study |
spellingShingle |
The teacher’s social value and its impact in the teacher identity education: an analytic study Mendes, Brenda Raíza Domingos Formação de professores. Identidade docente. Valorização do professor. Teacher training. Teacher identity. Teacher valuation Formación del profesorado. Identidad docente. Valoración del profesor. |
title_short |
The teacher’s social value and its impact in the teacher identity education: an analytic study |
title_full |
The teacher’s social value and its impact in the teacher identity education: an analytic study |
title_fullStr |
The teacher’s social value and its impact in the teacher identity education: an analytic study |
title_full_unstemmed |
The teacher’s social value and its impact in the teacher identity education: an analytic study |
title_sort |
The teacher’s social value and its impact in the teacher identity education: an analytic study |
author |
Mendes, Brenda Raíza Domingos |
author_facet |
Mendes, Brenda Raíza Domingos Marcolino, Kessy Eduarda Aparecida Araújo, Roberta Negrão de |
author_role |
author |
author2 |
Marcolino, Kessy Eduarda Aparecida Araújo, Roberta Negrão de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Mendes, Brenda Raíza Domingos Marcolino, Kessy Eduarda Aparecida Araújo, Roberta Negrão de |
dc.subject.por.fl_str_mv |
Formação de professores. Identidade docente. Valorização do professor. Teacher training. Teacher identity. Teacher valuation Formación del profesorado. Identidad docente. Valoración del profesor. |
topic |
Formação de professores. Identidade docente. Valorização do professor. Teacher training. Teacher identity. Teacher valuation Formación del profesorado. Identidad docente. Valoración del profesor. |
description |
The current study aims to present primary school’s teachers’ perception relating to their teacher identity, as well as how the surrounding agents understand this professional, attributing value or not. The methodological framework is based in considerations made by Charlot (2000); Pimenta (1999), Nóvoa (1997) e Tardif (2002) The Such analysis was reinforced through data collection, using interviews with teachers and questionnaires answered by families. Such data constituted the analyses’ corpus through a qualitative approach. The discussion also refers to the way in which many teachers believe that teacher training goes through the vocational sphere. The article is divided into three sections, which address: (1) the teaching identity constitution, (2) the ways teachers can be valued, emphasizing social valuations and (3) the analysis of the data collected. The results from the research point that The social devaluation of the teacher comes from a historical context that considers the teaching profession related to vocation, which interferes in the construction of the identity of this professional. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-03-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion PDF text Texto PDF Texto PDF |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15798 10.5212/OlharProfr.v.25.15798.015 |
url |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15798 |
identifier_str_mv |
10.5212/OlharProfr.v.25.15798.015 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/15798/209209216425 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora UEPG |
publisher.none.fl_str_mv |
Editora UEPG |
dc.source.none.fl_str_mv |
Olhar de Professor; Bd. 25 (2022): Publicação Contínua; 1-21 Olhar de Professor; Vol. 25 (2022): Continuous Publication; 1-21 Olhar de Professor; Vol. 25 (2022): Publicación Continua; 1-21 Olhar de Professor; Vol. 25 (2022): Publicação Contínua; 1-21 Olhar de Professor; v. 25 (2022): Publicação Contínua; 1-21 1984-0187 1518-5648 reponame:Olhar de Professor (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
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Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Olhar de Professor (Online) |
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Olhar de Professor (Online) |
repository.name.fl_str_mv |
Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
olhardeprofessor@uepg.br|| |
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