Teaching Identities in an Elite State School in Portugal

Detalhes bibliográficos
Autor(a) principal: Neves, Eloiza Dias
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/88939
Resumo: This article applies Claude Dubar’s thesis to discuss the professional identities of eight teachers at a state school in Lisbon. In this case study, carried out in 2017-2018, the data collection involved life story interviews and questionnaires around social, economic and cultural issues. The analysis of biographical identity shows a trajectory of teachers who studied in state schools, who considered themselves dedicated and demanding, and who have had a solid academic background in their professional development. Identity for the others shows that the group is seen as active and devotedial by the community and has developed personal styles of teaching. The relational identity reveals a teaching exercise focused on educating young people from the upper-middle class to higher education. 
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spelling Teaching Identities in an Elite State School in PortugalIdentidades Docentes numa Escola Pública de Elite PortuguesaIdentidades DocentesEscola BásicaEstudo de CasoTeaching IdentitiesState SchoolCase StudyThis article applies Claude Dubar’s thesis to discuss the professional identities of eight teachers at a state school in Lisbon. In this case study, carried out in 2017-2018, the data collection involved life story interviews and questionnaires around social, economic and cultural issues. The analysis of biographical identity shows a trajectory of teachers who studied in state schools, who considered themselves dedicated and demanding, and who have had a solid academic background in their professional development. Identity for the others shows that the group is seen as active and devotedial by the community and has developed personal styles of teaching. The relational identity reveals a teaching exercise focused on educating young people from the upper-middle class to higher education. Este artigo versa sobre as identidades profissionais de oito professores de uma escola básica pública lisboeta, à luz da tese de Claude Dubar. No estudo de caso, realizado em 2017-2018, a coleta de dados foi feita via entrevistas na linha de história de vida e questionários sobre aspectos sociais, econômicos e culturais. A análise da identidade biográfica mostra uma trajetória de professores que estudaram em escolas públicas, consideram-se dedicados e exigentes, além de que tiveram uma sólida formação profissional acadêmica. A identidade para o outro mostra que o grupo é tido como ativo e empreendedor pela comunidade e desenvolveu estilos pessoais de ensinar. A identidade relacional para si revela um exercício da docência focado na instrução de jovens da classe média-alta para o ensino superior. FACED - UFRGS2019-12-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/88939Educação & Realidade [Education & Reality]; Vol. 44 No. 4 (2019)Educação & Realidade; v. 44 n. 4 (2019)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/88939/55203https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/88939/55204Copyright (c) 2019 Educação & Realidadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNeves, Eloiza Dias2022-10-13T13:35:45Zoai:seer.ufrgs.br:article/88939Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2022-10-13T13:35:45Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Teaching Identities in an Elite State School in Portugal
Identidades Docentes numa Escola Pública de Elite Portuguesa
title Teaching Identities in an Elite State School in Portugal
spellingShingle Teaching Identities in an Elite State School in Portugal
Neves, Eloiza Dias
Identidades Docentes
Escola Básica
Estudo de Caso
Teaching Identities
State School
Case Study
title_short Teaching Identities in an Elite State School in Portugal
title_full Teaching Identities in an Elite State School in Portugal
title_fullStr Teaching Identities in an Elite State School in Portugal
title_full_unstemmed Teaching Identities in an Elite State School in Portugal
title_sort Teaching Identities in an Elite State School in Portugal
author Neves, Eloiza Dias
author_facet Neves, Eloiza Dias
author_role author
dc.contributor.author.fl_str_mv Neves, Eloiza Dias
dc.subject.por.fl_str_mv Identidades Docentes
Escola Básica
Estudo de Caso
Teaching Identities
State School
Case Study
topic Identidades Docentes
Escola Básica
Estudo de Caso
Teaching Identities
State School
Case Study
description This article applies Claude Dubar’s thesis to discuss the professional identities of eight teachers at a state school in Lisbon. In this case study, carried out in 2017-2018, the data collection involved life story interviews and questionnaires around social, economic and cultural issues. The analysis of biographical identity shows a trajectory of teachers who studied in state schools, who considered themselves dedicated and demanding, and who have had a solid academic background in their professional development. Identity for the others shows that the group is seen as active and devotedial by the community and has developed personal styles of teaching. The relational identity reveals a teaching exercise focused on educating young people from the upper-middle class to higher education. 
publishDate 2019
dc.date.none.fl_str_mv 2019-12-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/88939
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/88939
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/88939/55203
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/88939/55204
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 44 No. 4 (2019)
Educação & Realidade; v. 44 n. 4 (2019)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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