Profissionalização docente: sentidos discursivos na produção de conhecimento

• Autor(a) principal: Lima, Miriã Nunes Porto
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/00130000017wt
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10835
• topic: Profissionalização docente; Sentidos discursivos; Formação docente; Teachers professionalization; Discursive meanings; Teachers Formation; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This work is linked to the research line “Training, Teacher Professionalization and Educational Work”, of the Graduate Program in Education / UFG. She is part of Redecentro - Network of researchers on teachers from the Midwest / Brazil and has as research theme the professionalization of teachers. In research, try to answer the following questions: What are the conceptions about teaching professionalization that can be identified in Anped's production? What are the discursive meanings in Anped's academic production? Would it be possible to identify or ideologically position researchers from the identified production? With the general objective of understanding the discursive meanings attributed to the professionalization of teachers in the production of ANPEd, in the period 2012-2017; and as specified objectives, to understand a Brazilian public university as a privilege of training, teaching professionalization and production of scientific knowledge; understand teacher education and professionalization in Brazil in its historical, political and social aspects. As the Meetings of the National Association of Graduate Studies and Research in Education - ANPEd represent the largest meeting of researchers in the educational area, we question the discursive meaning on the theme - professionalization, present in the published productions. It is a bibliographical and documentary research, based on the method of Dialectical Historical Materialism (MHD). Throughout the chapters, the repercussions of the most recent educational reforms on the public university and on education, training and professional training are discussed. What stands out is that the more the social function of teachers is compromised, through their training and professionalization, the more their awareness process of social subjects is compromised, which gradually distances society from equitable and fair relational forms. Through the analysis of the data, it is understood that the discursive meaning of the term professionalization, associated with the cited authors and the clippings of the text, is associated with an epistemological basis, here understood as “criticism against hegemony”. Through the work it was also possible to identify a shortage of academic production on the theme. We understand that this material becomes formative of consciences, influencing how teachers think their performance.