Crise de Identidade docente
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2012
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Esta pesquisa versa sobre a crise de identidade docente e tem como objetivos averiguar
de que maneira o professor do ensino fundamental, na rede pública de ensino, vem
ressignificando sua atuação docente, frente a um contexto de profundas mudanças, nos
padrões de autoridade estabelecidos pela sociedade; investigar o contexto social da pósmodernidade,
relacionando-o à educação e compreender as razões do desprestígio profissional
que os professores sofrem na atual conjuntura. Essa temática se insere no debate sobre as
identidades presente nas produções nacionais e estrangeiras inseridas nas obras de Nóvoa
(1999), Lopes (1999); Sacristán (1999) Dubar (2005, 2006), Hall (1999) entre outros. Para
seu desenvolvimento estabelecemos como percurso metodológico a abordagem qualitativa,
como técnica de análise de dados a análise do conteúdo, apresentada por Bardin (2011), que
oferece seu trabalho como um guia ao pesquisador. Trabalhamos com questionário de
identificação dos professores e entrevista, aplicada a oito docentes de duas escolas de cidades
e redes de ensino diferentes. Como resultados encontramos, nos depoimentos dos professores,
incertezas em relação ao exercício do seu trabalho, angústias nos relacionamentos com os
discentes, sentimentos contraditórios em relação à profissão, questionamentos associados à
formação docente, dificuldade em transpor as teorias adquiridas nas formações à prática,
sensação de impotência perante a atual reputação profissional docente.
This research is about the crisis of teaching identity and aims to ascertain the way that elementary school teacher, in public schools, has been given a new meaning to his/her work in a context of deep changes, in the authority patterns established by society; investigate the post modernity social context related it to education and comprehend the reasons of professional discredit that teachers have in the current conjuncture. This subject is into the debate about identities present in the national and international productions in the studies by Nóvoa (1999), Lopes (1999), Sacristán (1999), Dubar (2005, 2006), Hall (1999), and others. To develop the research we established the qualitative approach, and the content analysis as the technical of data analysis presented by Bardin (2011), who offers his work like a guide to the researcher. We used the questionary to identify the teachers and the interview applied to eight teachers from two different schools, cities, and education networks. As results we found, by the teachers’ testimony, uncertainties related to the profession, anxieties in relationships with students, contradictory feelings related to profession, questions about teaching formation, difficulties in bringing the theories acquires in the formations to the practice, sensation of powerless before the current reputation of professional teaching.
This research is about the crisis of teaching identity and aims to ascertain the way that elementary school teacher, in public schools, has been given a new meaning to his/her work in a context of deep changes, in the authority patterns established by society; investigate the post modernity social context related it to education and comprehend the reasons of professional discredit that teachers have in the current conjuncture. This subject is into the debate about identities present in the national and international productions in the studies by Nóvoa (1999), Lopes (1999), Sacristán (1999), Dubar (2005, 2006), Hall (1999), and others. To develop the research we established the qualitative approach, and the content analysis as the technical of data analysis presented by Bardin (2011), who offers his work like a guide to the researcher. We used the questionary to identify the teachers and the interview applied to eight teachers from two different schools, cities, and education networks. As results we found, by the teachers’ testimony, uncertainties related to the profession, anxieties in relationships with students, contradictory feelings related to profession, questions about teaching formation, difficulties in bringing the theories acquires in the formations to the practice, sensation of powerless before the current reputation of professional teaching.
Descrição
Orientação: Manuel Tavares ; co-orientação: Leonardo Rocha
Palavras-chave
EDUCAÇÃO, PROFESSORES, IDENTIDADE PROFISSIONAL, EDUCATION, TEACHERS, PROFESSIONAL IDENTITY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO