Images and Identities of Teaching: to be, to become and to make yourself a teacher

Detalhes bibliográficos
Autor(a) principal: Campos, Vanessa T. Bueno
Data de Publicação: 2020
Outros Autores: Gaspar , Maria de Lourdes Ribeiro, Morais , Sarah Juvencino de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/52748
Resumo: The professional identity of teachers is not inherent or fixed; it is complex and built from the social meaning we attribute to becoming a teacher. This premise guided us, in this article, to reflect on the concepts around the constitution of the teaching professional identity, resulting from the production of drawings prepared by elementary and high school students. The question that guided us was: which images are commonly related to the teaching work and how is the teachers 'professional identity constituted in the students' perception? We opted for exploratory research, with a qualitative approach, taking as a theoretical-empirical parameter, the bibliographic review and content analysis of the speeches expressed in the drawings prepared by the students. The analysis of the students 'productions revealed that the teachers' professional identity is understood by them in the relationship they establish in the classroom, marked by affection, access to knowledge, social and cultural traditions.
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spelling Images and Identities of Teaching: to be, to become and to make yourself a teacherImagens e Identidades da Docência: ser, tornar-se e fazer-se professor, professora Identidade DocenteFormação DocenteDesenvolvimento Professional DocenteTeaching IdentityTeacher EducationTeacher Professional DevelopmentThe professional identity of teachers is not inherent or fixed; it is complex and built from the social meaning we attribute to becoming a teacher. This premise guided us, in this article, to reflect on the concepts around the constitution of the teaching professional identity, resulting from the production of drawings prepared by elementary and high school students. The question that guided us was: which images are commonly related to the teaching work and how is the teachers 'professional identity constituted in the students' perception? We opted for exploratory research, with a qualitative approach, taking as a theoretical-empirical parameter, the bibliographic review and content analysis of the speeches expressed in the drawings prepared by the students. The analysis of the students 'productions revealed that the teachers' professional identity is understood by them in the relationship they establish in the classroom, marked by affection, access to knowledge, social and cultural traditions.A identidade profissional docente não é inerente ou fixa; é complexa e construída a partir da significação social que atribuímos ao tornar-se e o fazer-se professor, professora. Essa premissa nos orientou, nesse artigo, tecermos reflexões sobre os conceitos em torno da constituição da identidade profissional docente decorrentes da produção de desenhos elaborados por estudantes da educação básica e superior. O questionamento que nos orientou foi: quais imagens são comumente relacionadas a docência e como é constituída a identidade profissional dos/as professores/as na percepção de estudantes? Optamos pela pesquisa exploratória com abordagem qualitativa, tendo como parâmetro no plano teórico e empírico, a revisão bibliográfica e a análise de conteúdo dos discursos expresso nos desenhos. A análise das produções dos discentes revelaram que a identidade profissional docente é compreendida por eles/elas na relação que estabelecem em sala de aula, marcada pela afetividade, pelo acesso ao conhecimento, pelas tradições sociais e culturais.Universidade Federal de Uberlândia2020-02-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://seer.ufu.br/index.php/emrevista/article/view/5274810.14393/ER-v27n1a2020-4Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 93-117Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 93-117Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 93-1171983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/52748/28186https://seer.ufu.br/index.php/emrevista/article/view/52748/28564Campos, Vanessa T. Bueno Gaspar , Maria de Lourdes Ribeiro Morais , Sarah Juvencino de Oliveira info:eu-repo/semantics/openAccess2020-03-31T10:24:41Zoai:ojs.www.seer.ufu.br:article/52748Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2020-03-31T10:24:41Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Images and Identities of Teaching: to be, to become and to make yourself a teacher
Imagens e Identidades da Docência: ser, tornar-se e fazer-se professor, professora
title Images and Identities of Teaching: to be, to become and to make yourself a teacher
spellingShingle Images and Identities of Teaching: to be, to become and to make yourself a teacher
Campos, Vanessa T. Bueno
Identidade Docente
Formação Docente
Desenvolvimento Professional Docente
Teaching Identity
Teacher Education
Teacher Professional Development
title_short Images and Identities of Teaching: to be, to become and to make yourself a teacher
title_full Images and Identities of Teaching: to be, to become and to make yourself a teacher
title_fullStr Images and Identities of Teaching: to be, to become and to make yourself a teacher
title_full_unstemmed Images and Identities of Teaching: to be, to become and to make yourself a teacher
title_sort Images and Identities of Teaching: to be, to become and to make yourself a teacher
author Campos, Vanessa T. Bueno
author_facet Campos, Vanessa T. Bueno
Gaspar , Maria de Lourdes Ribeiro
Morais , Sarah Juvencino de Oliveira
author_role author
author2 Gaspar , Maria de Lourdes Ribeiro
Morais , Sarah Juvencino de Oliveira
author2_role author
author
dc.contributor.author.fl_str_mv Campos, Vanessa T. Bueno
Gaspar , Maria de Lourdes Ribeiro
Morais , Sarah Juvencino de Oliveira
dc.subject.por.fl_str_mv Identidade Docente
Formação Docente
Desenvolvimento Professional Docente
Teaching Identity
Teacher Education
Teacher Professional Development
topic Identidade Docente
Formação Docente
Desenvolvimento Professional Docente
Teaching Identity
Teacher Education
Teacher Professional Development
description The professional identity of teachers is not inherent or fixed; it is complex and built from the social meaning we attribute to becoming a teacher. This premise guided us, in this article, to reflect on the concepts around the constitution of the teaching professional identity, resulting from the production of drawings prepared by elementary and high school students. The question that guided us was: which images are commonly related to the teaching work and how is the teachers 'professional identity constituted in the students' perception? We opted for exploratory research, with a qualitative approach, taking as a theoretical-empirical parameter, the bibliographic review and content analysis of the speeches expressed in the drawings prepared by the students. The analysis of the students 'productions revealed that the teachers' professional identity is understood by them in the relationship they establish in the classroom, marked by affection, access to knowledge, social and cultural traditions.
publishDate 2020
dc.date.none.fl_str_mv 2020-02-21
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.ufu.br/index.php/emrevista/article/view/52748
10.14393/ER-v27n1a2020-4
url https://seer.ufu.br/index.php/emrevista/article/view/52748
identifier_str_mv 10.14393/ER-v27n1a2020-4
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/52748/28186
https://seer.ufu.br/index.php/emrevista/article/view/52748/28564
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 93-117
Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 93-117
Ensino em Re-Vista; 2020: v. 27, n. 1 (jan./abr. 2020); 93-117
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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