Histórias de vida: a concepção dos professores acerca da profissionalização docente
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2014
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Este trabalho tevecomo tema de investigaçãocompreender”Histórias de vida: A concepção dosprofessores acerca da profissionalização docente”. Buscando por meio de recortes compreender, atrás das suas histórias de vida, a construção da identidade docente e o que essa trajetória leva para a sua vida profissionale social, as indagações proposta busca saber em que momento da sua vida se percebeu professor, como se situa com relação a vida docente, e que reflexos da sua formação lhes trouxe, através de suas lembranças a se perceber um professor, tendo como objetivo principal da pesquisa conhecer as condições para a docência, e a concepção dos professores á cerca da profissionalização docente com base em análises das suas histórias de vida e identidade.A pesquisa foi conduzida com 8 professoras do ensino fundamental Ie II, na escola pertencente a Rede Municipal de Ensino da Cidade de Araripina. Na busca por respostas foi seguida uma abordagem qualitativa, descritiva, utilizando como técnica as histórias de vida na forma de entrevista narrativa semi-estruturada e a análise dos dados qualitativos foiorientada pela análise de discurso. Os resultados evidenciam que a identidade e formação docentes ao longo de toda trajetória de vida são referências para o entendimento e influência da prática pedagógica efetivada cotidianamente no âmbito escolar, contribuindo para a ampliação dos conhecimentos que versam sobre o tema proposto.
This work has as subject of research the understanding of "Life Stories: the conception of teachers about their professionalization". It sought, through some selections and cuts, to study what could exist behind life stories, the construction of a teacher identity and what his trajectory would offer to his professional and social life. They were also emphasized the proposed questions, as well as the perception of how someone can discover his vocation for a teaching career, how he could be situated in relation to teaching life, and which reflections of his professional studies were influenced by his own memories. The main objective of this research was to understand the conditions for the exercise of teaching and the ideas of teachers about their professionalization based on analyzes of life histories and identities. This research was accomplished with eight teachers of elementary school (levels I and II) belonging to the municipal schools of Araripina town. In search of answers it has been performed both a qualitative and a descriptive approach using the technique of life stories. They employed semi-structured narrative interviews and analysis of qualitative data, the latter driven to the discourse analysis. The results demonstrate that the identity and formation of teachers throughout the life are references for the understanding and the influence of an effective daily teaching practice in schools. This contributes to the expansion of knowledge that deal with the theme.
This work has as subject of research the understanding of "Life Stories: the conception of teachers about their professionalization". It sought, through some selections and cuts, to study what could exist behind life stories, the construction of a teacher identity and what his trajectory would offer to his professional and social life. They were also emphasized the proposed questions, as well as the perception of how someone can discover his vocation for a teaching career, how he could be situated in relation to teaching life, and which reflections of his professional studies were influenced by his own memories. The main objective of this research was to understand the conditions for the exercise of teaching and the ideas of teachers about their professionalization based on analyzes of life histories and identities. This research was accomplished with eight teachers of elementary school (levels I and II) belonging to the municipal schools of Araripina town. In search of answers it has been performed both a qualitative and a descriptive approach using the technique of life stories. They employed semi-structured narrative interviews and analysis of qualitative data, the latter driven to the discourse analysis. The results demonstrate that the identity and formation of teachers throughout the life are references for the understanding and the influence of an effective daily teaching practice in schools. This contributes to the expansion of knowledge that deal with the theme.
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Orientação: Maria Neves Leal Gonçalves
Palavras-chave
EDUCAÇÃO, PROFESSORES, HISTÓRIAS DE VIDA, IDENTIDADE PROFISSIONAL, EDUCATION, TEACHERS, LIFE STORIES, PROFESSIONAL IDENTITY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO