A identidade profissional docente na educação infantil
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Data
2013
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Resumo
Esta dissertação acerca da temática
a Identidade Profissional Docente na Educação Infantil, objetivou
relacionar as percepções de
identidade profissional dos
docentes de educação infantil
com as suas práticas.
A investigação realizou-‐se na
rede pública municipal de ensino
de Jaboatão dos Guararapes –
Pernambuco - Brasil.
O estudo utilizou a metodologia
centrada na análise dos dados qualitativos das histórias de vida
de dez professoras, de cinco a trinta anos de experiência
docente,realizado por meio de entrevistas individuais
semi-‐estruturadas.
A análise do discurso focalizou
as lembranças da infância; a
escolarização básica; as experiências da formação e da carreira docente; as práticas supervisivas na visão das professoras e as concepções sobre
a Educação Infantil, a fim de apontar os fatores e situações que
influenciaram na constituição das
identidades das professoras.
A pesquisa apontou a influência de sucessivas socializações, que foram surgindo nas trajetórias de vida das entrevistadas, como referências de pertença na
maneira de ser na prática educativa. Revela dentre os elementos significativos da
identificação com a docência na Educação Infantil, as brincadeiras na infância, a formação contínua e o curso Magistério como referência de aproximação das práticas na
Educação Infantil, as quais vem contribuir para futuras pesquisas acadêmicas da Ciência da Educação.
This dissertation that addresses the Identity of the Teachers in Education Children, aimed at relating the perceptions of professional identity teachers in early childhood education with their practice. The investigation was carried out the public schools from Jaboatão dos Guararapes - Pernambuco - Brazil. The study used the methodology focused on the analysis of qualitative data of the life stories of ten teachers with five to thirty years of experience in teaching, conducted through semi- structured interviews. The discourse analysis focused on childhood memories, the basic schooling; experiences of training and teaching career, the supervisory practices in vision of teachers and conceptions about the Early Childhood Education, in order to point factors and situations that influence the formation of identities teachers. The survey showed the influence of successive socialization, which were appearing in the trajectories of these women's lives as references of belonging in way of being in the educational practice. Reveals among the significant elements of identification with teaching in kindergarten, the games in childhood, Teaching and training course as a reference approach practices in Early Childhood Education, which contributes to future academic research of Education Science.
This dissertation that addresses the Identity of the Teachers in Education Children, aimed at relating the perceptions of professional identity teachers in early childhood education with their practice. The investigation was carried out the public schools from Jaboatão dos Guararapes - Pernambuco - Brazil. The study used the methodology focused on the analysis of qualitative data of the life stories of ten teachers with five to thirty years of experience in teaching, conducted through semi- structured interviews. The discourse analysis focused on childhood memories, the basic schooling; experiences of training and teaching career, the supervisory practices in vision of teachers and conceptions about the Early Childhood Education, in order to point factors and situations that influence the formation of identities teachers. The survey showed the influence of successive socialization, which were appearing in the trajectories of these women's lives as references of belonging in way of being in the educational practice. Reveals among the significant elements of identification with teaching in kindergarten, the games in childhood, Teaching and training course as a reference approach practices in Early Childhood Education, which contributes to future academic research of Education Science.
Descrição
Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-orientação: Isabel Pereira Pinto
Palavras-chave
EDUCAÇÃO, EDUCATION, IDENTIDADE PROFISSIONAL, PROFESSIONAL IDENTITY, HISTÓRIAS DE VIDA, LIFE STORIES, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO INFANTIL, CHILD EDUCATION