Quando sopram ventos de mudança, o que fazer? Constroem-se muralhas ou moinhos?
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Data
2011
Autores
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Editora
Edições Universitárias Lusófonas
Resumo
Esta comunicação surge em consequência de um trabalho de investigação em andamento com os
objetivos centrais de contextualizar as atuais configurações da identidade docente num quadro
referencial, onde quer o processo de globalização educacional quer as referências à construção dos
saberes profissionais docentes constituem marcas indeléveis para novas formas de construção das
identidades profissionais e onde o mal-estar docente se faz cada vez mais sentir.
Para a construção dos objetivos já enunciados, o estudo focaliza a construção da identidade dos
professores de economia no Ensino Secundário, onde se releva, particularmente, quer o lugar dos
saberes nessa construção quer o impacto das atuais políticas educativas nas identidades dos
professores.
Teoricamente consideram-se como instrumento de análise um estudo em extensão
operacionalizado através de um questionário organizado em dimensões, onde para além dos campos
relativos à caracterização pessoal e profissional, são considerados os seguintes – o processo de
globalização educacional; a construção de identidades profissionais; os saberes profissionais
docentes e o ensino da economia no ensino secundário.
Objetiva-se nesta comunicação apresentar e refletir sobre alguns resultados preliminares já
obtidos. Posteriormente a uma apresentação geral do estudo, expõe-se e reflete-se sobre resultados
preliminares, que revelem diferenças relacionadas com as várias opiniões recolhidas dos
respondentes. Termina-se explorando possibilidades.
This communication comes forward as a consequence of a research work which is being developed, with the central objetives of contextualizing the current configurations of teaching identity in a referential panel, where both the educational globalization process and the references to the building of teachers’ professional knowledge, constitute indelible marks to new ways of building professional identities and where teaching burnout is felt more and more. In order to build the objetives that were already stated, the study focuses on the identity building of Economy teachers in Secondary School, where both the placement of knowledge in that building and the impact of current educational politics in teachers’ identities are particularly relevant. Theoretically, a study in extension has been considered as analysis instrument. That study was operated through a questionnaire that was organized in dimensions where, besides the fields concerning personal and professional characterization, the following issues are considered - educational globalization process; building professional identities; teachers’ professional knowledge and Economy teaching in Secondary School. It is aimed to present and reflect upon some preliminary results in this communication. After a general presentation of the study, preliminary results, which unfold differences related to the several respondent opinions, are exposed and carefully considered. Finally, possibilities are explored.
This communication comes forward as a consequence of a research work which is being developed, with the central objetives of contextualizing the current configurations of teaching identity in a referential panel, where both the educational globalization process and the references to the building of teachers’ professional knowledge, constitute indelible marks to new ways of building professional identities and where teaching burnout is felt more and more. In order to build the objetives that were already stated, the study focuses on the identity building of Economy teachers in Secondary School, where both the placement of knowledge in that building and the impact of current educational politics in teachers’ identities are particularly relevant. Theoretically, a study in extension has been considered as analysis instrument. That study was operated through a questionnaire that was organized in dimensions where, besides the fields concerning personal and professional characterization, the following issues are considered - educational globalization process; building professional identities; teachers’ professional knowledge and Economy teaching in Secondary School. It is aimed to present and reflect upon some preliminary results in this communication. After a general presentation of the study, preliminary results, which unfold differences related to the several respondent opinions, are exposed and carefully considered. Finally, possibilities are explored.
Descrição
EDUScience : Revista do Centro de Estudos em Educação e Formação
Palavras-chave
EDUCAÇÃO, GLOBALIZAÇÃO, IDENTIDADE PROFISSIONAL, EDUCATION, GLOBALISATION, PROFESSIONAL IDENTITY