Profissão e profissionalização docente: limites, contradições e possibilidades

• Autor(a) principal: Oliveira, Ariane Pereira Magalhães de
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000005swd
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10007
• topic: Trabalho docente; Profissão; Profissionalização docente; Formação de professores; Teaching work; Profession; Teacher professionalization; Teacher training; CIENCIAS HUMANAS::EDUCACAO

This research questions the limits and possibilities of teacher professionalization. Thus, it presents this central question: Considering the different discourses on the professionalization of teaching, what are the possibilities, limits and contradictions present in the ideology of teacher professionalization? Faced with this question and the complexity of our object of study, this research aims to understand and analyze the limits, possibilities and contradictions present in the ideology of teacher professionalization. The ideology of profession and teacher professionalization is the scene of a wide-ranging debate in various countries. However, we are dedicated to the analysis of how this debate occurs in Brazil. For this, we carried out a documentary and bibliographic study, based on official national and international documents that guide teacher professionalization in educational legislation, as well as authors who discuss the subject matter in question. Finally, we dedicate ourselves to a synthesis exercise to relate the perspectives studied and evaluate their limits and possibilities. For the accomplishment of the research we are based on the theoretical contributions of António Nóvoa, Valter Soares Guimarães and Claude Dubar. It was possible to conclude that, strictly speaking, international organizations exert influence in the formulation of educational policies, with a view to fulfilling a marketing agenda, emphasizing the imputability of social actors, making teachers and educational establishments responsible for the failures and problems inherent to this complex work context. It was also explicit in this research that teachers oppose attempts to degrade their work. Even contradictorily, and with due reservations, we believe that the professionalization movement can favor the development of teachers towards the social valorization of their profession.C