De menina a mestra: memórias do curso de formação feminina
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2009
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Edições Universitárias Lusófonas
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Este texto faz parte da investigação, A Construção da Profissão Docente no Ensino Secundário (1947-1974). Formações, Percursos, Identidades. Financiada no âmbito do Programa Sapiens 2000, pela Fundação para a Ciência e a Tecnologia. Neste ensaio procurou-se explorar ideias e compreender sentimentos de mestras do curso de formação feminina. Através da relação entre a vida profissional e pessoal da vida destas mulheres, pretendeu-se entender as finalidades do curso de Formação Feminina da vertente de ensino Técnico-profissional, os percursos profissionais, os períodos marcantes e as ideologias das alunas e mestras deste curso. Valorizou-se, por isso, o sistema de valores e os sentimentos de três mulheres face a este curso. Numa sociedade estereotipada, é atribuída à mulher uma componente sentimental, à qual pertencem valores menosprezados na ideologia masculina. Nesta ideologia a eficácia, o pensamento racional e a competição são valorizados. A responsabilidade maternal das professoras leva-as a reforçar o eu maternal em detrimento do eu adulto, desse modo elas encontram-se numa situação fechada e conflituosa, pois as professoras além de se sentirem desamparadas, sentem-se também culpadas por não conseguirem encontrar uma solução.
The following text comprises part of the approach to a theme integrated in the research project entitled The Construction of a Teaching Career in Secondary Education (1947-1974). Training, Development, Identities. The Science and Technology Foundation, within the Sapiens 2000 Program, funded this research. The study we are developing starts from the exploration of ideas and understanding of feelings expressed by female teachers from technical education. By establishing a bond between the professional and personal lives of these women, we propose to appreciate their professional growth, as well as to identify decisive stages in their professional performance and their educational beliefs. The framework of these goals will be the purposes given to female training courses within technical teaching in which these teachers work. In a stereotyped society, it is attributed to women a sentimental component that encompasses values underestimated by a masculine point of view. Within this perspective, effectiveness, rational thought and competition are valued. On the other hand, the maternal responsibility that female teachers have makes them strengthen the maternal self in detriment of the adult self. This often promotes an enclosed and conflicting situation, since teachers feel not only unsupported, but also guilty for not being able to find a plausible solution. We think that this study on female technical educators will be important to understand the objectives of female teaching - the young woman becomes skilled in the public arena so that she can successfully carry out her role in the domestic arena.
The following text comprises part of the approach to a theme integrated in the research project entitled The Construction of a Teaching Career in Secondary Education (1947-1974). Training, Development, Identities. The Science and Technology Foundation, within the Sapiens 2000 Program, funded this research. The study we are developing starts from the exploration of ideas and understanding of feelings expressed by female teachers from technical education. By establishing a bond between the professional and personal lives of these women, we propose to appreciate their professional growth, as well as to identify decisive stages in their professional performance and their educational beliefs. The framework of these goals will be the purposes given to female training courses within technical teaching in which these teachers work. In a stereotyped society, it is attributed to women a sentimental component that encompasses values underestimated by a masculine point of view. Within this perspective, effectiveness, rational thought and competition are valued. On the other hand, the maternal responsibility that female teachers have makes them strengthen the maternal self in detriment of the adult self. This often promotes an enclosed and conflicting situation, since teachers feel not only unsupported, but also guilty for not being able to find a plausible solution. We think that this study on female technical educators will be important to understand the objectives of female teaching - the young woman becomes skilled in the public arena so that she can successfully carry out her role in the domestic arena.
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EDUCAÇÃO, EDUCATION, FORMAÇÃO, EDUCAÇÃO DE JOVENS, ESPAÇO PÚBLICO, TRABALHO DOMÉSTICO, DOMESTIC WORK, TRAINING, YOUTH EDUCATION, PUBLIC SPACE
Citação
António , A S P D A & Teodoro , A 2009 , ' De menina a mestra: memórias do curso de formação feminina ' , Entretextos .