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Abstract(s)
O desenvolvimento profissional docente se constitui como um processo individual e coletivo que contribui para o desenvolvimento de habilidades e competências. 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 caracteriza-se por ser de natureza qualitativa e exploratória. A coleta de dados foi realizada por intermédio de entrevista semiestruturada e análise documental. A população do estudo foi composta por profissionais atuantes e estudantes da Pedagogia. Foi utilizada a Análise de Conteúdo de Bardin. Observou-se que a precariedade em que se encontram as condições para a docência no Brasil confirma desvalorização política, ocasionando efeitos para o reconhecimento social e as formas como o docente se compõe como profissional.
Teacher professional development is an individual and collective process that contributes to the development of skills and competences. 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 is characterized by being of a qualitative and exploratory nature. Data collection was carried out through semi-structured interviews and documentary analysis. The study population was composed of active professionals and students of Pedagogy. Bardin Content Analysis was used. It was observed that the precarious conditions in which the conditions for teaching in Brazil are found confirm political devaluation, causing effects for social recognition and the ways in which the teacher is composed as a professional.
Teacher professional development is an individual and collective process that contributes to the development of skills and competences. 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 is characterized by being of a qualitative and exploratory nature. Data collection was carried out through semi-structured interviews and documentary analysis. The study population was composed of active professionals and students of Pedagogy. Bardin Content Analysis was used. It was observed that the precarious conditions in which the conditions for teaching in Brazil are found confirm political devaluation, causing effects for social recognition and the ways in which the teacher is composed as a professional.
Description
Keywords
Formação de professores Identidade profissional Currículo Legislation Curriculum Teaching Pedagogy Professional identity
Pedagogical Context
Citation
Pereira, A., Neves, C. (2021). O papel da formação inicial para a construção da Identidade Profissional Docente. Formação de Professores e Inovação pedagógica. São Paulo. Paco Editorial