Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/30325 http://doi.org/10.14393/ufu.di.2020.533 |
Resumo: | This master's research is part of the line of research Knowledge and Educational Practices, of the Graduate Program in Education at the Federal University of Uberlândia, MG and has as object of study the constitution of the teaching identity of professionals who work in Specialized Educational Service (ESA). The research problem that guided the investigation was: What elements of the identity constitution are present in becoming a teacher and professor at (ESA) and how does the professional development of teachers to work at ESA occur? The general objective of the research was to understand becoming a teacher, the constitution of the teaching identity and the professional development of teachers who work in the ESA of schools in the Municipal Public Network of Uberlândia. The specific objectives were: to know, from the dialogue with the teachers, aspects of the life trajectory of the ESA professionals who contributed to the identification process and the choice of the teaching profession; identify how the construction of the teaching identity of the ESA occurs and the “becoming a teacher”, its social image, its “place” in the school space; identify and analyze the impacts of the legal frameworks of the history of Special Education in the constitution of the teaching identity and professional development of the teachers, with views to reaching a proposal for Inclusive Education. To support our study, we are guided by Almeida (2012); Campos (2001, 2017); Campos, Gaspar and Moraes (2020); Cunha (2010); Freire (1987; 1992; 1993; 1997; 2000; 2001; 2007; 2011; 2015); Imbernón (2011); Melo e Campos (2019); Nóvoa (1991, 1992, 2009); Pimenta (1996; 1999; 2002; 2008; 2009; 2010; 2011), among others who also affirm the need for training, specific knowledge of the professional for teaching in Education, a condition for the constitution of identity and professional development. We also used the authors Carlos (2007) and Cunha (2010) to realize the discussion about the meaning of the concepts of space and “place” and the contributions of Dubar (1997, 2005), Ciampa (1984, 1998), among others, to elucidate the concept and constitution of identity, teaching identity. For reflection on the composition of legal aspects, documents related to Special Education in Brazil were selected, based on their relevance in relation to the general theme of the research. Exploratory research with a qualitative approach contributed to achieve intellection with our object of study. The theoretical-methodological option, in conjunction with dialectical historical materialism, supported the definition of the categories of analysis and broadened our reflections on the concepts of special and inclusive education, identity, initial, continuous teacher training and professional teacher development. The research data were obtained through the analysis of documents from the SME of Uberlândia about the ESA and from an interview with six teachers who work in the ESA of the municipal network of Uberlândia. For the construction, interpretation of data and understanding of the research object, we used the content analysis technique proposed by Bardin (2011). From the dialogue with the teachers, we understand that teacher training, initial and permanent, is essential to the process of “becoming” a teacher; ESA, as a place understood as belonging, is the foundation of the identity constitution. |
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Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MGBecoming a teacher: the constitution of the professional identity of teachers who work in the specialized educational service of schools in the municipal network of Uberlândia - MGIdentidade profissionalProfessional identityFormação docente inicial e contínuaInitial and continuous teacher trainingAtendimento Educacional EspecializadoSpecialized Educational ServiceCNPQ::CIENCIAS HUMANAS::EDUCACAOProfessores de educação especial - FormaçãoPrática profissionalEscolas municipaisThis master's research is part of the line of research Knowledge and Educational Practices, of the Graduate Program in Education at the Federal University of Uberlândia, MG and has as object of study the constitution of the teaching identity of professionals who work in Specialized Educational Service (ESA). The research problem that guided the investigation was: What elements of the identity constitution are present in becoming a teacher and professor at (ESA) and how does the professional development of teachers to work at ESA occur? The general objective of the research was to understand becoming a teacher, the constitution of the teaching identity and the professional development of teachers who work in the ESA of schools in the Municipal Public Network of Uberlândia. The specific objectives were: to know, from the dialogue with the teachers, aspects of the life trajectory of the ESA professionals who contributed to the identification process and the choice of the teaching profession; identify how the construction of the teaching identity of the ESA occurs and the “becoming a teacher”, its social image, its “place” in the school space; identify and analyze the impacts of the legal frameworks of the history of Special Education in the constitution of the teaching identity and professional development of the teachers, with views to reaching a proposal for Inclusive Education. To support our study, we are guided by Almeida (2012); Campos (2001, 2017); Campos, Gaspar and Moraes (2020); Cunha (2010); Freire (1987; 1992; 1993; 1997; 2000; 2001; 2007; 2011; 2015); Imbernón (2011); Melo e Campos (2019); Nóvoa (1991, 1992, 2009); Pimenta (1996; 1999; 2002; 2008; 2009; 2010; 2011), among others who also affirm the need for training, specific knowledge of the professional for teaching in Education, a condition for the constitution of identity and professional development. We also used the authors Carlos (2007) and Cunha (2010) to realize the discussion about the meaning of the concepts of space and “place” and the contributions of Dubar (1997, 2005), Ciampa (1984, 1998), among others, to elucidate the concept and constitution of identity, teaching identity. For reflection on the composition of legal aspects, documents related to Special Education in Brazil were selected, based on their relevance in relation to the general theme of the research. Exploratory research with a qualitative approach contributed to achieve intellection with our object of study. The theoretical-methodological option, in conjunction with dialectical historical materialism, supported the definition of the categories of analysis and broadened our reflections on the concepts of special and inclusive education, identity, initial, continuous teacher training and professional teacher development. The research data were obtained through the analysis of documents from the SME of Uberlândia about the ESA and from an interview with six teachers who work in the ESA of the municipal network of Uberlândia. For the construction, interpretation of data and understanding of the research object, we used the content analysis technique proposed by Bardin (2011). From the dialogue with the teachers, we understand that teacher training, initial and permanent, is essential to the process of “becoming” a teacher; ESA, as a place understood as belonging, is the foundation of the identity constitution.Dissertação (Mestrado)Esta pesquisa de mestrado insere-se na linha de pesquisa Saberes e Práticas Educativas do Programa de Pós-Graduação em Educação da Universidade Federal de Uberlândia-MG e tem como objeto de estudo a constituição da identidade docente de profissionais que atuam no Atendimento Educacional Especializado (AEE). O problema de pesquisa que orientou a investigação foi: Quais os elementos da constituição identitária estão presentes no tornar-se professor e professora do (AEE) e como ocorre o desenvolvimento profissional docente para atuar no AEE? O objetivo geral da pesquisa foi compreender o tornar-se professor/a, a constituição da identidade docente e o desenvolvimento profissional de professores/as que atuam no AEE de escolas da Rede Pública Municipal de Uberlândia. Os objetivos específicos foram: conhecer, a partir da interlocução com os/as docentes, aspectos da trajetória de vida dos/as profissionais do AEE que contribuíram no processo de identificação e na escolha da profissão docente; identificar como ocorre a construção da identidade docente do AEE e o “tornar-se professor/a”, sua imagem social, seu “lugar” no espaço escolar; identificar e analisar os impactos dos marcos legais da história da Educação Especial na constituição da identidade docente e desenvolvimento profissional dos/as professores/as, com vistas a alcançar uma proposta de Educação Inclusiva. Para subsidiar nosso estudo, nos pautamos em Almeida (2012); Campos (2001, 2017); Campos, Gaspar e Moraes (2020); Cunha (2010); Freire (1987; 1992; 1993; 1997; 2000; 2001; 2007; 2011; 2015); Imbernón (2011); Melo e Campos (2019); Nóvoa (1991, 1992, 2009); Pimenta (1997; 1999; 2002; 2008; 2009; 2010; 2011), dentre outros que também afirmam a necessidade de uma formação, saberes específicos do profissional para o exercício da docência na Educação, condição para a constituição da identidade e desenvolvimento profissional. Também utilizamos os/as autores/as Carlos (2007) e Cunha (2010) para realizarmos a discussão sobre o sentido dos conceitos de espaço e “lugar” e as contribuições de Dubar (1997, 2005), Ciampa (1989, 1998), dentre outros, para elucidar o conceito e constituição da identidade, identidade docente. Para a reflexão sobre a composição dos aspectos legais, foram selecionados documentos relativos à Educação Especial no Brasil, a partir da pertinência em relação à temática geral da pesquisa. A pesquisa exploratória com abordagem qualitativa contribuiu para alcançarmos a intelecção com nosso objeto de estudo. A opção teórico-metodológica, em aproximação com o materialismo histórico dialético, subsidiou a definição das categorias de análise e ampliou nossas reflexões sobre os conceitos de educação especial e inclusiva, identidade, formação inicial, formação contínua de docentes e desenvolvimento profissional docente. Os dados da pesquisa foram obtidos mediante a análise de documentos da SME de Uberlândia sobre o AEE e a partir de entrevista realizada com seis professoras que atuam no AEE da rede municipal de Uberlândia. Para a construção, interpretação dos dados e compreensão do objeto de pesquisa, utilizamos a técnica de análise de conteúdo proposta por Bardin (2011). A partir da interlocução com as professoras, depreendemos que a formação docente, inicial e permanente, é essencial ao processo de “tornar-se” professor/a; o AEE, enquanto lugar compreendido como pertencimento, é fundante da constituição identitária.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoCampos, Vanessa Therezinha Buenohttp://lattes.cnpq.br/3108076655490154Silva, Cirlei Evangelistahttp://lattes.cnpq.br/3098309923269263Gaspar, Maria de Lourdes Ribeirohttp://lattes.cnpq.br/1300714627086845Souza, Patrícia Resende de2020-11-11T11:51:00Z2020-11-11T11:51:00Z2020-08-21info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfSOUZA, Patrícia Resende de. Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG. 2020. 176 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2020.533.https://repositorio.ufu.br/handle/123456789/30325http://doi.org/10.14393/ufu.di.2020.533porhttp://creativecommons.org/licenses/by-nc-nd/3.0/us/info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2020-11-12T06:19:10Zoai:repositorio.ufu.br:123456789/30325Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2020-11-12T06:19:10Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG Becoming a teacher: the constitution of the professional identity of teachers who work in the specialized educational service of schools in the municipal network of Uberlândia - MG |
title |
Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG |
spellingShingle |
Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG Souza, Patrícia Resende de Identidade profissional Professional identity Formação docente inicial e contínua Initial and continuous teacher training Atendimento Educacional Especializado Specialized Educational Service CNPQ::CIENCIAS HUMANAS::EDUCACAO Professores de educação especial - Formação Prática profissional Escolas municipais |
title_short |
Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG |
title_full |
Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG |
title_fullStr |
Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG |
title_full_unstemmed |
Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG |
title_sort |
Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG |
author |
Souza, Patrícia Resende de |
author_facet |
Souza, Patrícia Resende de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Campos, Vanessa Therezinha Bueno http://lattes.cnpq.br/3108076655490154 Silva, Cirlei Evangelista http://lattes.cnpq.br/3098309923269263 Gaspar, Maria de Lourdes Ribeiro http://lattes.cnpq.br/1300714627086845 |
dc.contributor.author.fl_str_mv |
Souza, Patrícia Resende de |
dc.subject.por.fl_str_mv |
Identidade profissional Professional identity Formação docente inicial e contínua Initial and continuous teacher training Atendimento Educacional Especializado Specialized Educational Service CNPQ::CIENCIAS HUMANAS::EDUCACAO Professores de educação especial - Formação Prática profissional Escolas municipais |
topic |
Identidade profissional Professional identity Formação docente inicial e contínua Initial and continuous teacher training Atendimento Educacional Especializado Specialized Educational Service CNPQ::CIENCIAS HUMANAS::EDUCACAO Professores de educação especial - Formação Prática profissional Escolas municipais |
description |
This master's research is part of the line of research Knowledge and Educational Practices, of the Graduate Program in Education at the Federal University of Uberlândia, MG and has as object of study the constitution of the teaching identity of professionals who work in Specialized Educational Service (ESA). The research problem that guided the investigation was: What elements of the identity constitution are present in becoming a teacher and professor at (ESA) and how does the professional development of teachers to work at ESA occur? The general objective of the research was to understand becoming a teacher, the constitution of the teaching identity and the professional development of teachers who work in the ESA of schools in the Municipal Public Network of Uberlândia. The specific objectives were: to know, from the dialogue with the teachers, aspects of the life trajectory of the ESA professionals who contributed to the identification process and the choice of the teaching profession; identify how the construction of the teaching identity of the ESA occurs and the “becoming a teacher”, its social image, its “place” in the school space; identify and analyze the impacts of the legal frameworks of the history of Special Education in the constitution of the teaching identity and professional development of the teachers, with views to reaching a proposal for Inclusive Education. To support our study, we are guided by Almeida (2012); Campos (2001, 2017); Campos, Gaspar and Moraes (2020); Cunha (2010); Freire (1987; 1992; 1993; 1997; 2000; 2001; 2007; 2011; 2015); Imbernón (2011); Melo e Campos (2019); Nóvoa (1991, 1992, 2009); Pimenta (1996; 1999; 2002; 2008; 2009; 2010; 2011), among others who also affirm the need for training, specific knowledge of the professional for teaching in Education, a condition for the constitution of identity and professional development. We also used the authors Carlos (2007) and Cunha (2010) to realize the discussion about the meaning of the concepts of space and “place” and the contributions of Dubar (1997, 2005), Ciampa (1984, 1998), among others, to elucidate the concept and constitution of identity, teaching identity. For reflection on the composition of legal aspects, documents related to Special Education in Brazil were selected, based on their relevance in relation to the general theme of the research. Exploratory research with a qualitative approach contributed to achieve intellection with our object of study. The theoretical-methodological option, in conjunction with dialectical historical materialism, supported the definition of the categories of analysis and broadened our reflections on the concepts of special and inclusive education, identity, initial, continuous teacher training and professional teacher development. The research data were obtained through the analysis of documents from the SME of Uberlândia about the ESA and from an interview with six teachers who work in the ESA of the municipal network of Uberlândia. For the construction, interpretation of data and understanding of the research object, we used the content analysis technique proposed by Bardin (2011). From the dialogue with the teachers, we understand that teacher training, initial and permanent, is essential to the process of “becoming” a teacher; ESA, as a place understood as belonging, is the foundation of the identity constitution. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-11T11:51:00Z 2020-11-11T11:51:00Z 2020-08-21 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SOUZA, Patrícia Resende de. Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG. 2020. 176 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2020.533. https://repositorio.ufu.br/handle/123456789/30325 http://doi.org/10.14393/ufu.di.2020.533 |
identifier_str_mv |
SOUZA, Patrícia Resende de. Tornar-se professor, professora: a constituição da identidade profissional de docentes que atuam no atendimento educacional especializado de escolas da rede municipal de Uberlândia – MG. 2020. 176 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2020.533. |
url |
https://repositorio.ufu.br/handle/123456789/30325 http://doi.org/10.14393/ufu.di.2020.533 |
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application/pdf |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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