Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14411 |
Resumo: | This study deals with Sociology teacher identity issues. This is done considering daily routines of Sociology grade school teachers in the city of Picos in the state of Piauí-Brazil. Thus, the research aims to acknowledge the manner the inter-relations between the teacher s know-how and the process of construction of the professional identity of these teachers occur. It is seen that the discipline of Sociology in this context brings out processes related to inclusion and exclusion once the subject of Sociology is distinguished as unstable in relation to other disciplines. However, in June 2008, the law included the Sociology as a discipline 11,684 mandatory on all high school series.The theoretical and methodological procedures of this research were based on an ethnographic qualitative nature research and enabled a documental analysis. In order to collect data, a semi-structured questionnaire was applied in collective and individual in four state schools in the city of Picos in Piauí. The analysis of the information was based in content analysis from the proposals made by Bardin (1997), and Franco (2008). The information was then organized in knowledge matrixes that allowed the identification of themes divided into two thematic axes: teacher education: the search for sense making in experience and the exercise of teaching as well as the Sociology grade school teacher s daily routine. The research enables the understanding of the senses the subjects have on their own activity since the work deals with concrete situations and experiences in the scholar context. These senses are considered relevant in order to enable a comprehension of the inter-relations that are established between the know-how and the construction of the identity on behalf of these teachers. Almost all of the interviewed subjects did not have a degree in Social Sciences and came from other backgrounds especially ones related to Education. Sociology teachers investigated almost in its entirety, do not have specific training in the social sciences, becoming teachers of Sociology by lack of school and to complete the work load. But, in spite of the difficulties experienced in the practice of the discipline all are in favour of its inclusion in high school. They have a clear vision, that through the work of the theoretical content of the discipline with the daily life of the students by using teaching strategies that add value to the relationship of knowledge that are prepared in society at large, to Sociology provides a critical analysis of the reality in which they are inserted |
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Sousa, Maria das Dôres dehttp://lattes.cnpq.br/9867735393590059http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0Rodrigues, José Ribamar Torreshttp://lattes.cnpq.br/1213689705505134Toscano, Geovânia da Silvahttp://lattes.cnpq.br/5215765397026167Andrade, João Maria Valença dehttp://lattes.cnpq.br/0350305925407630Lopes Júnior, Edmilsonhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703249P4Ribeiro, Márcia Maria Gurgel2014-12-17T14:36:28Z2013-02-262014-12-17T14:36:28Z2012-02-27SOUSA, Maria das Dôres de. Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI. 2012. 194 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012.https://repositorio.ufrn.br/jspui/handle/123456789/14411This study deals with Sociology teacher identity issues. This is done considering daily routines of Sociology grade school teachers in the city of Picos in the state of Piauí-Brazil. Thus, the research aims to acknowledge the manner the inter-relations between the teacher s know-how and the process of construction of the professional identity of these teachers occur. It is seen that the discipline of Sociology in this context brings out processes related to inclusion and exclusion once the subject of Sociology is distinguished as unstable in relation to other disciplines. However, in June 2008, the law included the Sociology as a discipline 11,684 mandatory on all high school series.The theoretical and methodological procedures of this research were based on an ethnographic qualitative nature research and enabled a documental analysis. In order to collect data, a semi-structured questionnaire was applied in collective and individual in four state schools in the city of Picos in Piauí. The analysis of the information was based in content analysis from the proposals made by Bardin (1997), and Franco (2008). The information was then organized in knowledge matrixes that allowed the identification of themes divided into two thematic axes: teacher education: the search for sense making in experience and the exercise of teaching as well as the Sociology grade school teacher s daily routine. The research enables the understanding of the senses the subjects have on their own activity since the work deals with concrete situations and experiences in the scholar context. These senses are considered relevant in order to enable a comprehension of the inter-relations that are established between the know-how and the construction of the identity on behalf of these teachers. Almost all of the interviewed subjects did not have a degree in Social Sciences and came from other backgrounds especially ones related to Education. Sociology teachers investigated almost in its entirety, do not have specific training in the social sciences, becoming teachers of Sociology by lack of school and to complete the work load. But, in spite of the difficulties experienced in the practice of the discipline all are in favour of its inclusion in high school. They have a clear vision, that through the work of the theoretical content of the discipline with the daily life of the students by using teaching strategies that add value to the relationship of knowledge that are prepared in society at large, to Sociology provides a critical analysis of the reality in which they are insertedEste estudo aborda aspectos sobre a identidade e a docência no cotidiano do professor de Sociologia do Ensino Médio de escolas públicas estaduais da cidade de Picos/PI. Tem como objetivo compreender as inter-relações entre o saber-fazer e o processo de construção da identidade profissional desses professores. O percurso da Sociologia como disciplina nesse nível de ensino é marcado por processos de inclusão e exclusão, distinguindo-se por uma situação de instabilidade em relação às outras disciplinas. Porém, em junho de 2008, a Lei 11.684 incluiu a Sociologia como disciplina obrigatória em todas as séries do Ensino Médio. O encaminhamento teórico-metodológico deste trabalho tem como base a pesquisa qualitativa do tipo etnográfico aplicada à educação, possibilitando a realização de análise documental, a aplicação de questionários e de entrevistas semiestruturadas individuais e coletiva e a observação em quatro escolas públicas estaduais da cidade de Picos/PI. As análises das informações foram embasadas em alguns procedimentos da análise de conteúdo fundados nas proposições de Bardin, (1997) e Franco (2008). As informações foram sistematizadas em matrizes que conduziram à identificação dos temas agrupados em dois eixos categóricos: a formação para a docência: a busca de sentido na experiência do ser; e o exercício da docência: o cotidiano do professor de Sociologia do Ensino Médio. O estudo empreendido possibilita entender os sentidos que os professores sujeitos da pesquisa conferem à atividade docente como pautados nas situações concretas e nas experiências vivenciadas no contexto escolar. Esses sentidos atribuídos foram relevantes para a compreensão das inter-relações estabelecidas entre o saber-fazer a construção da identidade docente de tais professores. Os professores de Sociologia investigados, quase na sua totalidade, não possuem formação específica em Ciências Sociais, tornando-se professores de Sociologia por carência da escola e para completar a carga horária. Porém, apesar das inúmeras dificuldades vivenciadas na prática da disciplina, todos são favoráveis à sua inclusão no Ensino Médio. Eles têm uma visão clara de que, por meio do trabalho dos conteúdos teóricos da disciplina com o cotidiano dos alunos, ao utilizarem estratégias de ensino que valorizam a relação dos conhecimentos que estão dispostos na sociedade em geral, a Sociologia proporciona uma análise crítica da realidade na qual estão inseridosCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoprofessor de sociologiaensino médiosaber-fazeridentidade profissionalsociology teachergrade schoolknow-howprofessional identityCNPQ::CIENCIAS HUMANAS::EDUCACAOIdentidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PIinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALMariaDS_TESE.pdfapplication/pdf1570825https://repositorio.ufrn.br/bitstream/123456789/14411/1/MariaDS_TESE.pdfb999f6241ca02aa2d4db2e9ca4247a55MD51TEXTMariaDS_TESE.pdf.txtMariaDS_TESE.pdf.txtExtracted texttext/plain454280https://repositorio.ufrn.br/bitstream/123456789/14411/6/MariaDS_TESE.pdf.txt137e8ed732af1ef08070c07ec995bdddMD56THUMBNAILMariaDS_TESE.pdf.jpgMariaDS_TESE.pdf.jpgIM Thumbnailimage/jpeg4728https://repositorio.ufrn.br/bitstream/123456789/14411/7/MariaDS_TESE.pdf.jpg6955cd0a51476d8f209c76e1a9a290e0MD57123456789/144112017-11-01 20:49:19.035oai:https://repositorio.ufrn.br:123456789/14411Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-01T23:49:19Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI |
title |
Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI |
spellingShingle |
Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI Sousa, Maria das Dôres de professor de sociologia ensino médio saber-fazer identidade profissional sociology teacher grade school know-how professional identity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI |
title_full |
Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI |
title_fullStr |
Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI |
title_full_unstemmed |
Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI |
title_sort |
Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI |
author |
Sousa, Maria das Dôres de |
author_facet |
Sousa, Maria das Dôres de |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/9867735393590059 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Rodrigues, José Ribamar Torres |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/1213689705505134 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Toscano, Geovânia da Silva |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/5215765397026167 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Andrade, João Maria Valença de |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://lattes.cnpq.br/0350305925407630 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Lopes Júnior, Edmilson |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703249P4 |
dc.contributor.author.fl_str_mv |
Sousa, Maria das Dôres de |
dc.contributor.advisor1.fl_str_mv |
Ribeiro, Márcia Maria Gurgel |
contributor_str_mv |
Ribeiro, Márcia Maria Gurgel |
dc.subject.por.fl_str_mv |
professor de sociologia ensino médio saber-fazer identidade profissional |
topic |
professor de sociologia ensino médio saber-fazer identidade profissional sociology teacher grade school know-how professional identity CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
sociology teacher grade school know-how professional identity |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study deals with Sociology teacher identity issues. This is done considering daily routines of Sociology grade school teachers in the city of Picos in the state of Piauí-Brazil. Thus, the research aims to acknowledge the manner the inter-relations between the teacher s know-how and the process of construction of the professional identity of these teachers occur. It is seen that the discipline of Sociology in this context brings out processes related to inclusion and exclusion once the subject of Sociology is distinguished as unstable in relation to other disciplines. However, in June 2008, the law included the Sociology as a discipline 11,684 mandatory on all high school series.The theoretical and methodological procedures of this research were based on an ethnographic qualitative nature research and enabled a documental analysis. In order to collect data, a semi-structured questionnaire was applied in collective and individual in four state schools in the city of Picos in Piauí. The analysis of the information was based in content analysis from the proposals made by Bardin (1997), and Franco (2008). The information was then organized in knowledge matrixes that allowed the identification of themes divided into two thematic axes: teacher education: the search for sense making in experience and the exercise of teaching as well as the Sociology grade school teacher s daily routine. The research enables the understanding of the senses the subjects have on their own activity since the work deals with concrete situations and experiences in the scholar context. These senses are considered relevant in order to enable a comprehension of the inter-relations that are established between the know-how and the construction of the identity on behalf of these teachers. Almost all of the interviewed subjects did not have a degree in Social Sciences and came from other backgrounds especially ones related to Education. Sociology teachers investigated almost in its entirety, do not have specific training in the social sciences, becoming teachers of Sociology by lack of school and to complete the work load. But, in spite of the difficulties experienced in the practice of the discipline all are in favour of its inclusion in high school. They have a clear vision, that through the work of the theoretical content of the discipline with the daily life of the students by using teaching strategies that add value to the relationship of knowledge that are prepared in society at large, to Sociology provides a critical analysis of the reality in which they are inserted |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-02-27 |
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2013-02-26 2014-12-17T14:36:28Z |
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2014-12-17T14:36:28Z |
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doctoralThesis |
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publishedVersion |
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SOUSA, Maria das Dôres de. Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI. 2012. 194 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14411 |
identifier_str_mv |
SOUSA, Maria das Dôres de. Identidade e docência: o saber-fazer do professor de sociologia das escolas públicas estaduais de Picos - PI. 2012. 194 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012. |
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