Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14107 |
Resumo: | The main aim of this research has been to analyze the identity patterns of the teacher s staff of fundamental education public schools in the Metropolitan Area of Natal-RN. It sets out from the hypothesis that being a teacher within this context grows out of the regularities of a specific habitus, which, according to Bourdieu, develops into mental schemes of thought and action within a specific social group. This habitus forms the basis on which is built the social representation of being a teacher prevailing in the group, as well as the symbolic differences that typify its identity variations. Three data sources have been fundamental in building up this thesis: (a) formative essays of students graduating from a Higher Teacher s Formation Course, as well as observing some of the public defense of these essays during field work; (b) a questionnaire aimed at classifying economically, socially, and culturally a sample of public teachers of the Natal-RN county; and (c) submitting a sub-sample of this group to the process of Multiple Classification Procedures (MCP). The analysis of data was done according to the multidimensional, non-parametric statistical procedures of both the Category Content Analysis and Enunciation Analysis methods. The results of the analysis took into account an ample set of variables, its associations and implications, the cultural and social profile of the population under scrutiny, their life styles, as well as the strategies they developed in the process of becoming a teacher, and the social representation of being a teacher . We came to the conclusion that the social identity of the teachers corps, or as we prefer to say it being a teacher , is a result of a set of regularities produced by the habitus that gives social shape and meaning to the existence of the group proper. We note the existence of identity variations caused by the variables (a) educational level; and (b) mode of action in fundamental education (if these are the first or last grades where the subjects operate). However, these variations will not break the power of the regularities that give shape, meaning, and social visibility to the group. The social representation of being a teacher points to the tensions, ambiguities, and trends inherent to common sense, as well as to a strong tendency to reassign a new meaning to being a teacher. Our thesis, therefore, is that the identity configuration of the teachers corps under scrutiny is characterized by an integrative synthesis, by-product of a habitus that is superimposed, and at the same time co-exists with different identity variations |
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Lira, André Augusto Dinizhttp://lattes.cnpq.br/8891017471432810http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796872P4Andrade, érika dos Reis Gusmão dehttp://lattes.cnpq.br/0778953049451033Lopes, Antônio de Pádua Carvalhohttp://lattes.cnpq.br/4610019350546921Machado, Laêda Bezerrahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4792784Y4Passeggi, Maria da Conceição Ferrer Botelho Sgadarihttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798436D6Carvalho, Maria do Rosário de Fátima dehttp://buscatextual.cnpq.br/buscatextual/index.jspDomingos Sobrinho, Moisés2014-12-17T14:35:45Z2008-01-312014-12-17T14:35:45Z2007-05-31LIRA, André Augusto Diniz. Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias. 2007. 267 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2007.https://repositorio.ufrn.br/jspui/handle/123456789/14107The main aim of this research has been to analyze the identity patterns of the teacher s staff of fundamental education public schools in the Metropolitan Area of Natal-RN. It sets out from the hypothesis that being a teacher within this context grows out of the regularities of a specific habitus, which, according to Bourdieu, develops into mental schemes of thought and action within a specific social group. This habitus forms the basis on which is built the social representation of being a teacher prevailing in the group, as well as the symbolic differences that typify its identity variations. Three data sources have been fundamental in building up this thesis: (a) formative essays of students graduating from a Higher Teacher s Formation Course, as well as observing some of the public defense of these essays during field work; (b) a questionnaire aimed at classifying economically, socially, and culturally a sample of public teachers of the Natal-RN county; and (c) submitting a sub-sample of this group to the process of Multiple Classification Procedures (MCP). The analysis of data was done according to the multidimensional, non-parametric statistical procedures of both the Category Content Analysis and Enunciation Analysis methods. The results of the analysis took into account an ample set of variables, its associations and implications, the cultural and social profile of the population under scrutiny, their life styles, as well as the strategies they developed in the process of becoming a teacher, and the social representation of being a teacher . We came to the conclusion that the social identity of the teachers corps, or as we prefer to say it being a teacher , is a result of a set of regularities produced by the habitus that gives social shape and meaning to the existence of the group proper. We note the existence of identity variations caused by the variables (a) educational level; and (b) mode of action in fundamental education (if these are the first or last grades where the subjects operate). However, these variations will not break the power of the regularities that give shape, meaning, and social visibility to the group. The social representation of being a teacher points to the tensions, ambiguities, and trends inherent to common sense, as well as to a strong tendency to reassign a new meaning to being a teacher. Our thesis, therefore, is that the identity configuration of the teachers corps under scrutiny is characterized by an integrative synthesis, by-product of a habitus that is superimposed, and at the same time co-exists with different identity variationsO objetivo central desta pesquisa foi analisar a configuração identitária do professorado do ensino fundamental público, da região metropolitana de Natal RN. Parte-se da hipótese que o ser professor , nesse contexto, constitui-se a partir das regularidades de um habitus específico, o qual, segundo Bourdieu, traduz-se em esquemas mentais de pensamento e ação de um determinado grupo social. Esse habitus é a base sobre a qual se constrói a representação social sobre o ser professor, predominante no grupo, e as distinções simbólicas que marcam as suas variações identitárias. Três fontes de dados foram fundamentais para a construção da tese: (a) memoriais de formação de alunas graduandas de um Curso Normal Superior e a observação direta de algumas das defesas públicas desses realizadas durante o trabalho de campo; (b) um questionário para caracterização econômica, social e cultural de uma amostra de professores da rede pública municipal de Natal RN, e a (c) aplicação do Procedimento de Classificações Múltiplas (PCM) a uma sub-amostra desta população. A análise dos dados foi feita com o auxílio da estatística não-paramétrica e multidimensional, do método de Análise Categorial de Conteúdo e da Análise da Enunciação. Os resultados da análise tomaram em conta um amplo conjunto de variáveis, suas associações e implicações, o perfil social e cultural da população investigada, incluindo seu estilo de vida e gostos, as estratégias desenvolvidas pelos agentes no processo de tornar-se professor/a e a representação social do ser professor. Conclui-se que a identidade social do professorado, ou, como se prefere dizer aqui, o ser professor, é resultado de um conjunto de regularidades produzidas pelo habitus que dá forma social e sentido à existência do grupo. Constata-se a existência de variações identitárias que são provocadas pelas variáveis nível educacional e modalidade de atuação no ensino fundamental (se as primeiras ou últimas séries em que atuam os sujeitos). Todavia, essas variações não são capazes de quebrar a força das regularidades que dão forma, sentido e visibilidade social ao grupo. A representação social do ser professor indica as tensões, ambigüidades e tendências inerentes ao senso comum e aponta uma forte tendência para a ressignificação do ser professor. Defende-se, portanto, a tese que a configuração identitária do professorado investigado caracteriza-se por uma síntese integradora, produto de um habitus, que se sobrepõe e, ao mesmo tempo, coexiste com diferentes variações identitáriasapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoProfessor Ensino FundamentalIdentidade SocialRepresentação SocialHabitusFundamental education teacherSocial identitySocial representationHabitusCNPQ::CIENCIAS HUMANAS::EDUCACAOTornar-se, ser e viver do professorado: entre regularidades e variações identitáriasinfo: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:UFRNORIGINALAndreADL.pdfapplication/pdf1746904https://repositorio.ufrn.br/bitstream/123456789/14107/1/AndreADL.pdfc64c0a1f6ffc8ea401739bb46a209c13MD51TEXTAndreADL.pdf.txtAndreADL.pdf.txtExtracted texttext/plain543024https://repositorio.ufrn.br/bitstream/123456789/14107/6/AndreADL.pdf.txt18fd063b59e4f65e4f6d23b56e8947d7MD56THUMBNAILAndreADL.pdf.jpgAndreADL.pdf.jpgIM Thumbnailimage/jpeg1750https://repositorio.ufrn.br/bitstream/123456789/14107/7/AndreADL.pdf.jpg89bbc5762040c9527676f5cb7c7f00b9MD57123456789/141072017-11-01 07:32:32.027oai:https://repositorio.ufrn.br:123456789/14107Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-01T10:32:32Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias |
title |
Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias |
spellingShingle |
Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias Lira, André Augusto Diniz Professor Ensino Fundamental Identidade Social Representação Social Habitus Fundamental education teacher Social identity Social representation Habitus CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias |
title_full |
Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias |
title_fullStr |
Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias |
title_full_unstemmed |
Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias |
title_sort |
Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias |
author |
Lira, André Augusto Diniz |
author_facet |
Lira, André Augusto Diniz |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/8891017471432810 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796872P4 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Andrade, érika dos Reis Gusmão de |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/0778953049451033 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Lopes, Antônio de Pádua Carvalho |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/4610019350546921 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Machado, Laêda Bezerra |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4792784Y4 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Passeggi, Maria da Conceição Ferrer Botelho Sgadari |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798436D6 |
dc.contributor.referees5.pt_BR.fl_str_mv |
Carvalho, Maria do Rosário de Fátima de |
dc.contributor.referees5ID.por.fl_str_mv |
|
dc.contributor.referees5Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/index.jsp |
dc.contributor.author.fl_str_mv |
Lira, André Augusto Diniz |
dc.contributor.advisor1.fl_str_mv |
Domingos Sobrinho, Moisés |
contributor_str_mv |
Domingos Sobrinho, Moisés |
dc.subject.por.fl_str_mv |
Professor Ensino Fundamental Identidade Social Representação Social Habitus |
topic |
Professor Ensino Fundamental Identidade Social Representação Social Habitus Fundamental education teacher Social identity Social representation Habitus CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Fundamental education teacher Social identity Social representation Habitus |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The main aim of this research has been to analyze the identity patterns of the teacher s staff of fundamental education public schools in the Metropolitan Area of Natal-RN. It sets out from the hypothesis that being a teacher within this context grows out of the regularities of a specific habitus, which, according to Bourdieu, develops into mental schemes of thought and action within a specific social group. This habitus forms the basis on which is built the social representation of being a teacher prevailing in the group, as well as the symbolic differences that typify its identity variations. Three data sources have been fundamental in building up this thesis: (a) formative essays of students graduating from a Higher Teacher s Formation Course, as well as observing some of the public defense of these essays during field work; (b) a questionnaire aimed at classifying economically, socially, and culturally a sample of public teachers of the Natal-RN county; and (c) submitting a sub-sample of this group to the process of Multiple Classification Procedures (MCP). The analysis of data was done according to the multidimensional, non-parametric statistical procedures of both the Category Content Analysis and Enunciation Analysis methods. The results of the analysis took into account an ample set of variables, its associations and implications, the cultural and social profile of the population under scrutiny, their life styles, as well as the strategies they developed in the process of becoming a teacher, and the social representation of being a teacher . We came to the conclusion that the social identity of the teachers corps, or as we prefer to say it being a teacher , is a result of a set of regularities produced by the habitus that gives social shape and meaning to the existence of the group proper. We note the existence of identity variations caused by the variables (a) educational level; and (b) mode of action in fundamental education (if these are the first or last grades where the subjects operate). However, these variations will not break the power of the regularities that give shape, meaning, and social visibility to the group. The social representation of being a teacher points to the tensions, ambiguities, and trends inherent to common sense, as well as to a strong tendency to reassign a new meaning to being a teacher. Our thesis, therefore, is that the identity configuration of the teachers corps under scrutiny is characterized by an integrative synthesis, by-product of a habitus that is superimposed, and at the same time co-exists with different identity variations |
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2007 |
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2007-05-31 |
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2008-01-31 2014-12-17T14:35:45Z |
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2014-12-17T14:35:45Z |
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LIRA, André Augusto Diniz. Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias. 2007. 267 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2007. |
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https://repositorio.ufrn.br/jspui/handle/123456789/14107 |
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LIRA, André Augusto Diniz. Tornar-se, ser e viver do professorado: entre regularidades e variações identitárias. 2007. 267 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2007. |
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