Metamorfoses em espelho de água : identidade, perfil, contextos e mudança nas (auto)representações dos professores
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Data
2009
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Resumo
Nos últimos trinta anos, em Portugal, ocorreram processos de democratização
política e de modernização da sociedade e das instituições, tendo como impulso as vontades
nacionais e as mudanças ocorridas no Mundo em globalização, lideradas, no campo da
educação, por agentes como a OCDE ou o Banco Mundial, e pela integração de Portugal na
União Europeia. À implementação da(s) reforma(s), correspondeu uma mudança de
paradigma educativo e organizacional, a criação de uma escola para todos, a emergência de
novos alunos e de novos mandatos à Escola, a contingência de novas respostas educativas.
Tais reformas constituiram instrumentos de mudança das organizações escolares e do sistema
educativo, mas também do que significa ser professor, reformulando o desempenho e a
“performatividade” docente (Ball, 2002), induzindo uma nova “identidade social” (Bernstein,
1996 e Dubar, 2006), produzindo novos modos de “fabricação da alma dos professores”
(Foucault, 1996).
Neste sentido, a autora procurou analisar, numa perspectiva crítica, as representações
de professores do Ensino Básico, sobre os mecanismos de (re)configuração das suas
identidades/perfis profissionais, recorrendo a uma investigação qualitativa descritiva, que
privilegia a análise de conteúdo dos seus discursos sobre o tema, recolhidos segundo a técnica
focus group.
O estudo indiciou que os alunos são factor de realização, de risco e de mudança do
perfil docente, actuando como uma quinta dimensão da (re)construção identitária dos
Professores, a par da formação, do associativismo, do Estado e do Mercado, constituindo
factor importante a ter em conta nos estudos sobre identidade docente.
In the past thirty years, in Portugal, radical changes on politics and policies have been occurring, to achive the society and its institutions democratization and modernization, led by national wills and the changes occured in the World, stimulated, in the Education area, by global agencies like OECD, or the World Bank, and the integration of Portugal in the European Union. These reforms are connected to a new educational and organizational paradigm, the creation of a school for all, the emergence of new pupils, new demands to School and teachers, the imperative of new pedagogical solutions for educational problems, and are not only changing instruments in schools and in the educational system, but are also a powerful way to change “what to be a teacher” means, to re-formulate the teaching performance and “performativity” (Ball, 2002), to recompose his/her “social identity” (Bernstein, 1996; Dubar, 2006), or, in Michel Foucault (1996) words, to produce “new ways to manufacture teachers soul”. In this sense, the author intended to analyze, on a critical perspective, the representations of portuguese teachers of basic education (K12), on the mechanisms of (re)configuration of their professional identities/profiles, appealing to a qualitative descriptive research, which privileges the analysis of content of their speeches on the subject, collected according to the focus group technique, what, in its development, was brought near a circle of culture (in the sense of Paulo Freire‟s pedagogy). At least, pupils are the most important references and motivation to teachers changes, reflecting professional satisfaction and well done, but also risk, acting like a fifth dimension of teachers identity (re)construction, together with training, associative involvement, State and Market, and they must be considered on teatching identity studies.
In the past thirty years, in Portugal, radical changes on politics and policies have been occurring, to achive the society and its institutions democratization and modernization, led by national wills and the changes occured in the World, stimulated, in the Education area, by global agencies like OECD, or the World Bank, and the integration of Portugal in the European Union. These reforms are connected to a new educational and organizational paradigm, the creation of a school for all, the emergence of new pupils, new demands to School and teachers, the imperative of new pedagogical solutions for educational problems, and are not only changing instruments in schools and in the educational system, but are also a powerful way to change “what to be a teacher” means, to re-formulate the teaching performance and “performativity” (Ball, 2002), to recompose his/her “social identity” (Bernstein, 1996; Dubar, 2006), or, in Michel Foucault (1996) words, to produce “new ways to manufacture teachers soul”. In this sense, the author intended to analyze, on a critical perspective, the representations of portuguese teachers of basic education (K12), on the mechanisms of (re)configuration of their professional identities/profiles, appealing to a qualitative descriptive research, which privileges the analysis of content of their speeches on the subject, collected according to the focus group technique, what, in its development, was brought near a circle of culture (in the sense of Paulo Freire‟s pedagogy). At least, pupils are the most important references and motivation to teachers changes, reflecting professional satisfaction and well done, but also risk, acting like a fifth dimension of teachers identity (re)construction, together with training, associative involvement, State and Market, and they must be considered on teatching identity studies.
Descrição
Orientação: António Teodoro ; co-orientação: Maria Madalena Cabrita
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EDUCAÇÃO, GLOBALIZAÇÃO, ENSINO BÁSICO, PROFESSORES, IDENTIDADE PROFISSIONAL, EDUCATION, GLOBALISATION, PRIMARY EDUCATION, TEACHERS, PROFESSIONAL IDENTITY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO