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Construção da identidade profissional docente: o papel da formação inicial
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Abstract(s)
O desenvolvimento profissional docente é um processo que ocorre de forma individual e
coletiva que ocorre no ambiente de trabalho, contribuindo para o desenvolvimento de
habilidades e competências intrínsecas ao exercício profissional. O objetivo geral deste
estudo consiste em compreender a influência que a formação inicial dos cursos de
pedagogia assume para que a identidade profissional do professor seja constituída. A
pesquisa apresentada situou-se na aplicação de uma realidade circunstancial,
caracterizando-se por ser exploratória. Possuiu como finalidade aprofundar e explorar
conceitos e ideias, ajustando uma visão geral sobre o evento pesquisado. A análise dos
dados enquadra-se em uma natureza qualitativa. A coleta de dados foi realizada por
intermédio de entrevista semiestruturada e análise documental. Foram elaborados dois
roteiros voltados a orientar a entrevista para a população objeto da pesquisa, composta por
profissionais e estudantes da área de educação, divididos em dois grupos: profissionais
docentes em atuação educativa por um período igual ou maior do que cinco anos e alunos
do curso de Pedagogia que estivessem cursando, no mínimo, o 4º semestre. A fim de
proceder à síntese das expressões para que pudessem ser identificadas quais declarações,
entre os entrevistados, se constituiriam por ser de uso mais corrente, foi utilizada a
perspectiva teórico-metodológica fundamentada na Análise de Conteúdo de Bardin. As
categorias envolveram a opção do entrevistado pelo curso de Pedagogia e suas motivações
pessoais e sociais, as expectativas profissionais pessoais e relacionadas ao campo de
trabalho e a construção da identidade profissional docente nos aspectos de atuação
profissional, legislação e currículo, assim como as fragilidades encontradas no exercício do
magistério. Foi possível observar que a precariedade em que se encontram as condições
para a docência no Brasil confirma sua desvalorização política, ocasionando efeitos para
seu problemático reconhecimento social e para as formas pelas quais o docente se compõe
como profissional.
Teacher professional development is a process that occurs individually and collectively that occurs in the work environment, contributing to the development of skills intrinsic to professional practice. The general objective of this study is to understand the influence that the initial formation of pedagogy courses assumes for the professional identity of the teacher to be constituted. The research presented was situated in the application of a circumstantial reality, characterized by being exploratory. Its purpose was to deepen and explore concepts and ideas, adjusting an overview of the researched event. The analysis of the data fits in a qualitative nature. Data collection was carried out through semi-structured interviews and document analysis. Two scripts were developed to guide the interview for the population object of the research, composed of professionals and students in the education area, divided into two groups: teaching professionals in educational activity for a period equal to or greater than five years and students of the course of Pedagogy who were attending at least the 4th semester. In order to proceed with the synthesis of the expressions so that it could be identified which statements, among the interviewees, would be constituted because they are more commonly used, the theoretical-methodological perspective based on Bardin's Content Analysis was used. The categories involved the interviewee's option for the Pedagogy course and their personal and social motivations, personal and professional expectations related to the field of work and the construction of the teaching professional identity in the aspects of professional performance, legislation and curriculum, as well as the weaknesses found in the exercise of teaching. It was possible to observe that the precarious conditions found in teaching in Brazil confirm its political devaluation, causing effects for its problematic social recognition and for the ways in which the teacher is composed as a professional.
Teacher professional development is a process that occurs individually and collectively that occurs in the work environment, contributing to the development of skills intrinsic to professional practice. The general objective of this study is to understand the influence that the initial formation of pedagogy courses assumes for the professional identity of the teacher to be constituted. The research presented was situated in the application of a circumstantial reality, characterized by being exploratory. Its purpose was to deepen and explore concepts and ideas, adjusting an overview of the researched event. The analysis of the data fits in a qualitative nature. Data collection was carried out through semi-structured interviews and document analysis. Two scripts were developed to guide the interview for the population object of the research, composed of professionals and students in the education area, divided into two groups: teaching professionals in educational activity for a period equal to or greater than five years and students of the course of Pedagogy who were attending at least the 4th semester. In order to proceed with the synthesis of the expressions so that it could be identified which statements, among the interviewees, would be constituted because they are more commonly used, the theoretical-methodological perspective based on Bardin's Content Analysis was used. The categories involved the interviewee's option for the Pedagogy course and their personal and social motivations, personal and professional expectations related to the field of work and the construction of the teaching professional identity in the aspects of professional performance, legislation and curriculum, as well as the weaknesses found in the exercise of teaching. It was possible to observe that the precarious conditions found in teaching in Brazil confirm its political devaluation, causing effects for its problematic social recognition and for the ways in which the teacher is composed as a professional.
Description
Keywords
Pedagogia Desenvolvimento profissional Identidade profissional Docentes Docência Currículos Legislação Brasil Pedagogy Teaching professional identity Legislation Curriculum Teaching
Citation
Pereira, Aline Maria - Construção da identidade profissional docente [Em linha]: o papel da formação inicial. [S.l.]: [s.n.], 2020. 158 p.