MOTIVAÇÃO PARA A DOCÊNCIA E PRINCÍPIOS NORTEADORES DA PRÁTICA PEDAGÓGICA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL: sentidos de professores

• Autor(a) principal: Ferreira Cézar, Isamary Roberta
• Data de Publicação: 2021
• Outros Autores: CRUSOÉ, NILMA MARGARIDA DE CASTRO
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1723
• topic: Prática pedagógica.; Ensino Fundamental.; Sentidos.

The purpose of this article is to present the results of the research on pedagogical practice, specifically, on the reasons that led them to become teachers, as well as the meanings they attribute to the elements that make up their practice, in the last years of elementary school. Alfred Schutz's Phenomenology (2012) is the theoretical-methodological basis that supports this work. Semi-structured interviews and Content Analysis were used for data production and analysis. As for the motivation for teaching, the following results are found: childhood memories, projections about the possibility of future practice in the profession and the taste for teaching developed through the practice of teaching. Regarding the elements that make up pedagogical practice, teachers conceptualize education, school, curriculum, and pedagogical practice in a relational perspective. The meanings attributed to education transcend the school universe, it is understood as a social action and constitutes a process that involves all of life, thus announcing that they understand the school as a space-time of social and cultural interaction, motivated by the interweaving of pedagogical practice. The perspective of the curriculum in the discourses reveals from a traditional understanding to a critical vision by showing that the curriculum is developed through school knowledge. It is understood that from the perspective of sociological phenomenology, such meanings permeate the practice carried out by teachers in this school. Another important aspect, the results obtained in the research allow us to look at the pedagogical practice from the intersubjective experience.