Identidades e saberes de professores(as) de adolescentes: uma aproximação ao processo de sua constituição

• Autor(a) principal: Menezes, Lúcia Helena de Paula
• Data de Publicação: 2004
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/29948; http://doi.org/10.14393/ufu.di.2004.78
• topic: Professor(a) de adolescente; Adolescência; Diálogo; Formação inicial e continuada; Categoria profissional; Experiência; Teenagers teacher; Adolescence; Dialogue; Academic education and trainning; Professional category; Experience; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Professores; Adolescentes; Educação permanente

In this study, we looked at the teachers who has under their responsabilities a teenagers class. We think that the knowledge about their experiences makes it possible a better understanding of their practice and the ways which their actions go, as well as the meaning atributed to them. To know their academic trainning route, understanding the diffículties found dealing with the teenagers and find out the sources used to overcome situations are the objective of this work. The conversations with the teenagers teachers from a specific school , done by interviews, gave us the possibility to approach their identity. Through this study, it was possible to see that the teachers present themselves more as an individual person than as a professional. About their inicial academic studies the interviewed teachers reported having problems related to the theory and practice on the graduations courses done. In their testimony they give more emphasis to the work experience as one of the most important sources of their professional knowledge and reveled that the dialogue with the teenagers are the major source to overcome conflicts and also is the best way to the development of citizens.