Discursos do Perfil Docente nas Políticas de Formação de Professores

• Ano de defesa: 2015
• Autor(a) principal: Figueiredo, Marize Peixoto da Silva
• Orientador(a): Tura, Maria de Lourdes Rangel
• Banca de defesa: Lopes, Alice Casimiro , Dias, Rosanne Evangelista , Martins, Angela Maria Souza , Cavaliere, Ana Maria Villela
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Perfil Docente; Currículo; Formação de Professores; Educação; Professores Formação; Reunião Anual da Associação Nacional de Pós-Graduação e Pesquisa em Educação (36. : 2013 : Goiânia)
• Palavras-chave em Inglês: Teaching Profile; Curriculum; Teacher Training
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10396

This study, written in the record of post-foundational theories, proposes to investigate the discourse of the teacher profile in teacher training policies. Shall carry out an analysis of a set of texts of academic production, which appear in Proceedings of the 36th Annual Meeting of the National Association of Graduate Studies and Research in Education - ANPEd, seeking to interpret the mechanisms that operate in this discursive construction. In this sense, guided by theoretical and methodological contributions of Discourse Theory proposed by Ernesto Laclau and Chantal Mouffe, seeking to question essentialist outlook teacher. It argues that the discourse of the teacher role, settled in the investigated texts, is not the full representation of a teaching foundation given a priori, but constitutes the political struggle for hegemonic model and a teacher training meant as a way to achieve quality education. Thus, the significant role of teachers, who assume centrality in speech, are constituted in response to an antagonism - teaching managerialism identified in the neoliberal policies - building teacher felt in contingency. The study points to the potential of two speeches in this discursive construction: the relationship between teaching profile and quality of education; and the idea of control of identity, work, profession and teacher training. Discusses the possibility of control by understanding the social as language, calling into question the idea of an intelligible ground of a rationality that can saturate all social relations, which enables access the original sense of teacher, teaching work, profession, formation. Assume centrality in the speech produced from this research: the significance of the epistemological dimension of culture as constitutive teacher, his job, his profession, his training; the difference, meant as proliferation and delay directions, as tension between regulation and escape on the process of signification. From this study, it is argued that the speeches of the teacher profile, as well as teacher training projects, are made in reasonable decision, in response to the difference, understood as itself a social expression that is not a plea that It can not be seized by a rationality, but it is being constituted provisionally and contingently. It is noteworthy, though, the productivity of difference, conflict, dissent, as the possibility of emergence of alternative teaching profile in significance