Saberes e Construção de Identidades Profissionais Docentes no Ensino Secundário em Contexto de Globalização : o caso dos/as Professores/as de Economia
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2011
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Neste estudo procurou-se conhecer as configurações atuais da identidade docente de professores do grupo 430 – Economia e Contabilidade - do Ensino Secundário e perspetivar
possíveis novas configurações dessas identidades em contexto de globalização da educação,
focalizando o lugar dos saberes e considerando a possibilidade de existência de mal-estar em
relação às atuais políticas educativas.
Teoricamente, tiveram-se em conta diversas perspetivas de que se destacam as de
Tardif, Giddens, Castells, Dubar, Lopes e Esteve, considerando-se cinco dimensões de
análise: globalização educacional, saberes profissionais, construção de identidades
profissionais, mal-estar docente e ensino secundário. Metodologicamente, com vista ao
cumprimento do primeiro objetivo, optou-se por um estudo em extensão, operacionalizado
por um questionário; com vista ao cumprimento do segundo objetivo realizaram-se entrevistas
semi-estruturadas a pessoas chave do campo profissional e educacional.
A análise de dados permite constatar que as configurações identitárias dos professores
inquiridos variam sobretudo em função do sexo, da formação de base, do tempo de serviço
(idade) e do tipo de inserção profissional. A análise das entrevistas possibilitou perspetivar
que a formação pessoal dos docentes é uma questão chave para o ensino e para o sistema educativo, assim como identificar vias para a construção de novas configurações identitárias.
In this study it was intended to know the present configurations of teachers’ identity from teachers in group 430 - Economy and Accountancy - in secondary education and to put in perspective new possible configurations of those identities in the context of education globalization, focusing the place of knowledge and considering the possible existence of settled burnout towards present educational politics. Theoretically, the perspectives of Tardif, Giddens, Castells, Dubar, Lopes and Esteve were taken into account, among others, and five analysis dimensions are considered: educational globalization, professional knowledge, construction of professional identities, teachers’ burnout and secondary education. In order to fulfil the first objective it was an option, methodologically, to make a study in extension that came into operation by a questionnaire; to fulfil the second objective, semi-structured interviews were conducted to key-referential from the educational field. The data analysis provides evidence that the identity configurations of questioned teachers vary mainly according to sex, basis formation, service time (age) and the type of professional insertion. The interviews analysis allowed not only to put in perspective that the teachers’ personal formation is a key matter to teaching and to the educational system, but it also allowed how to identify ways for building new identity configurations.
In this study it was intended to know the present configurations of teachers’ identity from teachers in group 430 - Economy and Accountancy - in secondary education and to put in perspective new possible configurations of those identities in the context of education globalization, focusing the place of knowledge and considering the possible existence of settled burnout towards present educational politics. Theoretically, the perspectives of Tardif, Giddens, Castells, Dubar, Lopes and Esteve were taken into account, among others, and five analysis dimensions are considered: educational globalization, professional knowledge, construction of professional identities, teachers’ burnout and secondary education. In order to fulfil the first objective it was an option, methodologically, to make a study in extension that came into operation by a questionnaire; to fulfil the second objective, semi-structured interviews were conducted to key-referential from the educational field. The data analysis provides evidence that the identity configurations of questioned teachers vary mainly according to sex, basis formation, service time (age) and the type of professional insertion. The interviews analysis allowed not only to put in perspective that the teachers’ personal formation is a key matter to teaching and to the educational system, but it also allowed how to identify ways for building new identity configurations.
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Orientação: Maria Amélia da Costa Lopes
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EDUCAÇÃO, GLOBALIZAÇÃO, IDENTIDADE PROFISSIONAL, ENSINO SECUNDÁRIO, EDUCATION, GLOBALISATION, PROFESSIONAL IDENTITY, HIGH SCHOOL, DOUTORAMENTO EM EDUCAÇÃO