Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theory

Detalhes bibliográficos
Autor(a) principal: Allain, Luciana Resende
Data de Publicação: 2018
Outros Autores: Coutinho , Francisco Ângelo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pro-Posições (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656425
Resumo: In order to contribute to the discussion regarding teachers’ professional identity, this article proposes to use some of the actor-network theory’s ideas to support the concept that teachers present performative identities. Resorting to the concept of ontological policy, the article intends to overcome the dichotomy between essentialism and relativism that for a long time has been installed in the theoretical currents that are dedicated to the study of this issue. Therefore, the article presents examples taken from two focus groups composed of undergraduate students in biological sciences from a Brazilian public university. The first group consists of undergraduates who are recipients of the scholarship program “Programa Institucional de Bolsa de Iniciação à Docência” (PIBID), and the second is composed of non-recipient undergraduates. The results show that the recipients of the program perform an identity type not found among non-recipients: the affinity-identity. The identity of the course also appears as fundamental for the construction of the undergraduates’ identities. Therefore, the article questions the role of teacher training courses in the performance of identity types among undergraduates.
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spelling Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theoryIdentidade docente enquanto performatividade: um estudo entre licenciandos em biologia inspirado na teoria ator-redeProfessional identityTeacher trainingUndergraduate teaching courseIdentidade profissionalFormação de professoresCurso de licenciaturaIn order to contribute to the discussion regarding teachers’ professional identity, this article proposes to use some of the actor-network theory’s ideas to support the concept that teachers present performative identities. Resorting to the concept of ontological policy, the article intends to overcome the dichotomy between essentialism and relativism that for a long time has been installed in the theoretical currents that are dedicated to the study of this issue. Therefore, the article presents examples taken from two focus groups composed of undergraduate students in biological sciences from a Brazilian public university. The first group consists of undergraduates who are recipients of the scholarship program “Programa Institucional de Bolsa de Iniciação à Docência” (PIBID), and the second is composed of non-recipient undergraduates. The results show that the recipients of the program perform an identity type not found among non-recipients: the affinity-identity. The identity of the course also appears as fundamental for the construction of the undergraduates’ identities. Therefore, the article questions the role of teacher training courses in the performance of identity types among undergraduates.A fim de contribuir com o debate sobre a identidade profissional docente, fazemos uso de algumas ideias da teoria ator-rede para subsidiar a proposta de que os professores apresentam identidades docentes performativas. Recorrendo ao conceito de política ontológica, pretendemos superar a dicotomia entre essencialismo e relativismo que há muito se instala nas correntes teóricas dedicadas ao estudo da identidade. Para tanto, apresentamos dados obtidos de dois grupos focais formados por estudantes de licenciatura em Ciências Biológicas de uma universidade pública brasileira. O primeiro grupo é composto por bolsistas do Programa Institucional de Bolsa de Iniciação à Docência e o segundo, por licenciandos não bolsistas. Os resultados apontam que entre os pibidianos prevalece a performatividade de uma identidade que não identificamos entre os não bolsistas do programa: a identidade-afinidade. A identidade do curso também aparece como fundamental para a construção das identidades dos sujeitos. Por isso, problematizamos o papel dos cursos de formação de professores na performatividade das identidades entre licenciandos.Universidade Estadual de Campinas2018-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656425Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 359-382Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 359-382Pro-Posições; v. 29 n. 3 (2018): set./dez.; 359-3821980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656425/21222Brazil; 2019Brasil; 2019Copyright (c) 2018 Pro-Posiçõesinfo:eu-repo/semantics/openAccessAllain, Luciana Resende Coutinho , Francisco Ângelo2019-08-30T17:28:52Zoai:ojs.periodicos.sbu.unicamp.br:article/8656425Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2019-08-30T17:28:52Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theory
Identidade docente enquanto performatividade: um estudo entre licenciandos em biologia inspirado na teoria ator-rede
title Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theory
spellingShingle Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theory
Allain, Luciana Resende
Professional identity
Teacher training
Undergraduate teaching course
Identidade profissional
Formação de professores
Curso de licenciatura
title_short Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theory
title_full Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theory
title_fullStr Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theory
title_full_unstemmed Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theory
title_sort Teachers’ identity as performativity: a study involving undergraduate biology teaching students inspired in actor-network theory
author Allain, Luciana Resende
author_facet Allain, Luciana Resende
Coutinho , Francisco Ângelo
author_role author
author2 Coutinho , Francisco Ângelo
author2_role author
dc.contributor.author.fl_str_mv Allain, Luciana Resende
Coutinho , Francisco Ângelo
dc.subject.por.fl_str_mv Professional identity
Teacher training
Undergraduate teaching course
Identidade profissional
Formação de professores
Curso de licenciatura
topic Professional identity
Teacher training
Undergraduate teaching course
Identidade profissional
Formação de professores
Curso de licenciatura
description In order to contribute to the discussion regarding teachers’ professional identity, this article proposes to use some of the actor-network theory’s ideas to support the concept that teachers present performative identities. Resorting to the concept of ontological policy, the article intends to overcome the dichotomy between essentialism and relativism that for a long time has been installed in the theoretical currents that are dedicated to the study of this issue. Therefore, the article presents examples taken from two focus groups composed of undergraduate students in biological sciences from a Brazilian public university. The first group consists of undergraduates who are recipients of the scholarship program “Programa Institucional de Bolsa de Iniciação à Docência” (PIBID), and the second is composed of non-recipient undergraduates. The results show that the recipients of the program perform an identity type not found among non-recipients: the affinity-identity. The identity of the course also appears as fundamental for the construction of the undergraduates’ identities. Therefore, the article questions the role of teacher training courses in the performance of identity types among undergraduates.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656425
url https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656425
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8656425/21222
dc.rights.driver.fl_str_mv Copyright (c) 2018 Pro-Posições
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Pro-Posições
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; 2019
Brasil; 2019
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Pro-Posições; Vol. 29 No. 3 (2018): set./dez.; 359-382
Pro-Posições; Vol. 29 Núm. 3 (2018): set./dez.; 359-382
Pro-Posições; v. 29 n. 3 (2018): set./dez.; 359-382
1980-6248
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
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