Processos identitários de docentes universitários: espaço e tempo da formação
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2014
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O mundo globalizado provoca mudanças de contextos e condutas as quais geram exigências e refletem no papel que o professor universitário exerce dentro de um espaço social, cultural que é a universidade. Fazer parte desse grupo social exige uma formação contínua, constitutiva de novas identidades e propulsora de uma ideia: o professor precisa adequar-se à função de ensinar e educar no mundo atual. O objetivo dessa pesquisa foi de compreender no percurso de formação de professores universitários as implicações sobre a construção da identidade docente. Para contemplar os objetivos a escolha foi pela pesquisa qualitativa, utilizando a abordagem (auto)biográfica. A abordagem (auto)biográfica vem sendo ao longo de três décadas construída no contexto da formação de adultos e de um procedimento denominado de “história de vida em formação”, onde sua dinâmica e inspiração encontram-se fundamentadas, principalmente, nos trabalhos de Marie-Christine Josso (2004; 2010). Foram narradas quatro histórias de vida de professoras universitárias pertencentes ao quadro docente da Universidade Estadual Vale do Acaraú, em Sobral- Ce. A análise das narrativas foram de acordo com as etapas da coleta propostas por Josso (2004; 2010) e pudemos perceber que pesquisar sobre os processos de formação dessas professoras universitárias, a partir de da escuta de suas histórias de vida, permitiu-me sentir a fragilidade, a pluralidade e a mobilidade das identidades construídas ao longo da vida de cada professora.
The globalized world causes changes of contexts and behaviors which generate demands and reflect on the role that the university professor has within a social space, which is the cultural university. Being part of this social group requires training, constituting new identities and driving of an idea: the teacher must adapt to the role of teaching and education in today's world. The objective was to understand the course of training of university teachers the implications on the construction of teacher identity. To address the goals the choice was the qualitative research approach using the (auto)biographical. The approach (auto)biographical been over three decades built in the context of adult education and a procedure called " life history in the making, where its dynamics and inspiration are based mainly on the works of Marie Josso-Christine (2004, 2010). Were narrated life stories of four university professors belonging to the faculty of the State University Valley Acaraú in Sobral-Ce. The narrative analysis were in accordance with the steps of collecting proposals for Josso (2004, 2010) and we realize that research on the processes of formation of these university professors, from listening to their life stories, allowed me to feel the frailty, mobility and plurality of identities constructed over the life of each teache.
The globalized world causes changes of contexts and behaviors which generate demands and reflect on the role that the university professor has within a social space, which is the cultural university. Being part of this social group requires training, constituting new identities and driving of an idea: the teacher must adapt to the role of teaching and education in today's world. The objective was to understand the course of training of university teachers the implications on the construction of teacher identity. To address the goals the choice was the qualitative research approach using the (auto)biographical. The approach (auto)biographical been over three decades built in the context of adult education and a procedure called " life history in the making, where its dynamics and inspiration are based mainly on the works of Marie Josso-Christine (2004, 2010). Were narrated life stories of four university professors belonging to the faculty of the State University Valley Acaraú in Sobral-Ce. The narrative analysis were in accordance with the steps of collecting proposals for Josso (2004, 2010) and we realize that research on the processes of formation of these university professors, from listening to their life stories, allowed me to feel the frailty, mobility and plurality of identities constructed over the life of each teache.
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Orientação: Filadélfia
Carvalho de Sena ; co-orientação: Maria Neves Gonçalves
Palavras-chave
EDUCAÇÃO, PROFESSORES UNIVERSITÁRIOS, FORMAÇÃO CONTÍNUA, IDENTIDADE PROFISSIONAL, HISTÓRIAS DE VIDA, EDUCATION, PROFESSORS, CONTINUING EDUCATION, PROFESSIONAL IDENTITY, LIFE STORIES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO