MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
Programa de Pós-Graduação: |
Educacao
|
Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.metodista.br/jspui/handle/tede/2055 |
Resumo: | When referring to teaching as a profession, we are faced with a constitutional movement that carries enchantments and disenchantments. In view of this context, we justify our research intentions by the concerns generated when trying to understand how the teaching professionalization movement takes place, considering the professional development of those who decide to remain in education. In this way, we aim to broaden understandings about being and being in the profession, through the perceptions of four teachers who lived, and live, teaching. It is our objective to elucidate the factors of permanence in the profession, reflecting on the teaching trajectories. We seek answers to the question: How have teachers perceived the constitution of their own professionalization in the face of their professional trajectories? With a qualitative approach, we used the narrative interview method (EN) to think about the cases of four teachers, who started their careers in Basic Education and work in private Higher Education. From a theoretical point of view, we base our study on the sociological perspective of Maurice Tardif and Richard Wittorski. We seek to establish dialogues between profession and professionalization, taking into account the development of teacher training, in its procedural and constitutive dimension, verifiable in the last three decades. Based on the results obtained, we found that the professional development of the researched teachers has its origin before the beginning of formal academic training, when they chose teaching, thus starting the movement of being teachers as they lived and live the teaching profession, preparing for being in the profession. Our reflections are based on two axes that we call motivational: a) influential factors in the external sphere (anchored in the relationships between peers, family and teacher teachers); and b) influential factors of the internal sphere (related to the personal charms of the teacher). When narrating their own professional trajectories, teachers take possession of what really motivates them to be and be a profession. Through the considerations presented, we take a new look at being in the profession, and, above all, about how the constitution of professionalization can be engendered by a processual and uninterrupted development. In this research, teachers present themselves assuming the protagonism granted by teaching, carrying for themselves the certainty that they are valuing education and improving their socio-professional status, regardless of their disenchantment. Thus, it remains for us to continue our studies on the constitution of teaching professionalism from new perspectives. |
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André, Cláudio FernandoAzevedo , Adriana Barroso deFurlin , MarceloPasseggi , Maria da Conceição F. B.Bôas , Lucia P. Santiso VillasMunari, Keiti de Barros2021-02-10T16:38:12Z2020-12-01Munari, Keiti de Barros. MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS. 2020. 172 folhas. Tese( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do campo.http://tede.metodista.br/jspui/handle/tede/2055When referring to teaching as a profession, we are faced with a constitutional movement that carries enchantments and disenchantments. In view of this context, we justify our research intentions by the concerns generated when trying to understand how the teaching professionalization movement takes place, considering the professional development of those who decide to remain in education. In this way, we aim to broaden understandings about being and being in the profession, through the perceptions of four teachers who lived, and live, teaching. It is our objective to elucidate the factors of permanence in the profession, reflecting on the teaching trajectories. We seek answers to the question: How have teachers perceived the constitution of their own professionalization in the face of their professional trajectories? With a qualitative approach, we used the narrative interview method (EN) to think about the cases of four teachers, who started their careers in Basic Education and work in private Higher Education. From a theoretical point of view, we base our study on the sociological perspective of Maurice Tardif and Richard Wittorski. We seek to establish dialogues between profession and professionalization, taking into account the development of teacher training, in its procedural and constitutive dimension, verifiable in the last three decades. Based on the results obtained, we found that the professional development of the researched teachers has its origin before the beginning of formal academic training, when they chose teaching, thus starting the movement of being teachers as they lived and live the teaching profession, preparing for being in the profession. Our reflections are based on two axes that we call motivational: a) influential factors in the external sphere (anchored in the relationships between peers, family and teacher teachers); and b) influential factors of the internal sphere (related to the personal charms of the teacher). When narrating their own professional trajectories, teachers take possession of what really motivates them to be and be a profession. Through the considerations presented, we take a new look at being in the profession, and, above all, about how the constitution of professionalization can be engendered by a processual and uninterrupted development. In this research, teachers present themselves assuming the protagonism granted by teaching, carrying for themselves the certainty that they are valuing education and improving their socio-professional status, regardless of their disenchantment. Thus, it remains for us to continue our studies on the constitution of teaching professionalism from new perspectives.Ao nos referirmos à docência como profissão, nos deparamos com um movimento de constituição que carrega encantos e desencantos. Diante desse contexto, justificamos nossas intenções de pesquisa pelas inquietações geradas ao tentar compreender como se dá o movimento da profissionalização docente, considerando o desenvolvimento profissional de quem decide manter-se em exercício na Educação. Objetivamos, desse modo, ampliar compreensões acerca do ser e do estar na profissão, por meio das percepções de quatro professoras que viveram, e vivem a docência. É nosso objetivo elucidar os fatores de permanência na profissão, refletindo sobre as trajetórias docentes. Buscamos respostas para a questão: Como as professoras têm percebido a constituição da própria profissionalização docente, frente a suas trajetórias profissionais? Com abordagem qualitativa, fizemos uso do método de entrevista narrativa (EN) para pensar os casos de quatro professoras, que iniciaram carreira na Educação Básica e atuam no Ensino Superior privado. Do ponto de vista teórico, fundamentamos nosso estudo pela perspectiva sociológica de Maurice Tardif e Richard Wittorski. Procuramos estabelecer diálogos entre profissão e profissionalização, levando em consideração o desenvolvimento da formação docente, em sua dimensão processual e constitutiva, verificável nas últimas três décadas. Como base nos resultados obtidos, constatamos que o desenvolvimento profissional das professoras pesquisadas tem sua origem antes do início da formação acadêmica formal, quando escolheram a docência, assim iniciando o movimento do ser docente à medida que viveram e vivem o Magistério, preparando-se para o estar na profissão. Nossas reflexões estão embasadas por dois eixos que denominamos motivacionais: a) fatores influenciáveis da esfera externa (ancorados nas relações entre pares, família e professores formadores); e b) fatores influenciáveis da esfera interna (relacionados aos encantos pessoais do ser docente). Ao narrarem suas próprias trajetórias profissionais, as professoram tomam posse do que realmente as motivam para o ser e o estar profissão. Por meio das considerações apresentadas, lançamos um novo olhar acerca do estar na profissão, e, sobretudo, a respeito de como a constituição da profissionalização pode estar engendrada por um desenvolvimento processual e ininterrupto. Nesta pesquisa, as professoras se apresentam assumindo o protagonismo concedido pela docência, carregando para si a certeza de estarem valorizando a educação e melhorando o seu estatuto socioprofissional, independentemente de seus desencantos. Desse modo, resta continuarmos nossos estudos acerca da constituição da profissionalização docente sob novas óticas.Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2021-02-10T16:38:11Z No. of bitstreams: 1 Keit2. CAPES.pdf: 1099430 bytes, checksum: de2919d3b0de9ac0c5e9be414af6e1d3 (MD5)Made available in DSpace on 2021-02-10T16:38:12Z (GMT). No. of bitstreams: 1 Keit2. CAPES.pdf: 1099430 bytes, checksum: de2919d3b0de9ac0c5e9be414af6e1d3 (MD5) Previous issue date: 2020-12-01Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Metodista de Sao PauloEducacaoIMSBrasilEducacao:Programa de Pos Graduacao em EducacaoProfissionalização Docente. Desenvolvimento Profissional; Entrevista Narrativa; Permanência na Profissão; Encantos e Desencantos Teacher Professionalization. Professional development; Narrative Interview; Permanence in the profession; Charms and DisenchantmentsCIENCIAS HUMANAS::EDUCACAOMOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVASTeaching Professionalization movements: the professional development around narrative interviewinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis3487103482605030416500500600600-8275886333289955863-2403458189103523672075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTAORIGINALKeit2. CAPES.pdfKeit2. 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dc.title.por.fl_str_mv |
MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS |
dc.title.alternative.eng.fl_str_mv |
Teaching Professionalization movements: the professional development around narrative interview |
title |
MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS |
spellingShingle |
MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS Munari, Keiti de Barros Profissionalização Docente. Desenvolvimento Profissional; Entrevista Narrativa; Permanência na Profissão; Encantos e Desencantos Teacher Professionalization. Professional development; Narrative Interview; Permanence in the profession; Charms and Disenchantments CIENCIAS HUMANAS::EDUCACAO |
title_short |
MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS |
title_full |
MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS |
title_fullStr |
MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS |
title_full_unstemmed |
MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS |
title_sort |
MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS |
author |
Munari, Keiti de Barros |
author_facet |
Munari, Keiti de Barros |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
André, Cláudio Fernando |
dc.contributor.referee1.fl_str_mv |
Azevedo , Adriana Barroso de |
dc.contributor.referee2.fl_str_mv |
Furlin , Marcelo |
dc.contributor.referee3.fl_str_mv |
Passeggi , Maria da Conceição F. B. |
dc.contributor.referee4.fl_str_mv |
Bôas , Lucia P. Santiso Villas |
dc.contributor.author.fl_str_mv |
Munari, Keiti de Barros |
contributor_str_mv |
André, Cláudio Fernando Azevedo , Adriana Barroso de Furlin , Marcelo Passeggi , Maria da Conceição F. B. Bôas , Lucia P. Santiso Villas |
dc.subject.por.fl_str_mv |
Profissionalização Docente. Desenvolvimento Profissional; Entrevista Narrativa; Permanência na Profissão; Encantos e Desencantos |
topic |
Profissionalização Docente. Desenvolvimento Profissional; Entrevista Narrativa; Permanência na Profissão; Encantos e Desencantos Teacher Professionalization. Professional development; Narrative Interview; Permanence in the profession; Charms and Disenchantments CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teacher Professionalization. Professional development; Narrative Interview; Permanence in the profession; Charms and Disenchantments |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
When referring to teaching as a profession, we are faced with a constitutional movement that carries enchantments and disenchantments. In view of this context, we justify our research intentions by the concerns generated when trying to understand how the teaching professionalization movement takes place, considering the professional development of those who decide to remain in education. In this way, we aim to broaden understandings about being and being in the profession, through the perceptions of four teachers who lived, and live, teaching. It is our objective to elucidate the factors of permanence in the profession, reflecting on the teaching trajectories. We seek answers to the question: How have teachers perceived the constitution of their own professionalization in the face of their professional trajectories? With a qualitative approach, we used the narrative interview method (EN) to think about the cases of four teachers, who started their careers in Basic Education and work in private Higher Education. From a theoretical point of view, we base our study on the sociological perspective of Maurice Tardif and Richard Wittorski. We seek to establish dialogues between profession and professionalization, taking into account the development of teacher training, in its procedural and constitutive dimension, verifiable in the last three decades. Based on the results obtained, we found that the professional development of the researched teachers has its origin before the beginning of formal academic training, when they chose teaching, thus starting the movement of being teachers as they lived and live the teaching profession, preparing for being in the profession. Our reflections are based on two axes that we call motivational: a) influential factors in the external sphere (anchored in the relationships between peers, family and teacher teachers); and b) influential factors of the internal sphere (related to the personal charms of the teacher). When narrating their own professional trajectories, teachers take possession of what really motivates them to be and be a profession. Through the considerations presented, we take a new look at being in the profession, and, above all, about how the constitution of professionalization can be engendered by a processual and uninterrupted development. In this research, teachers present themselves assuming the protagonism granted by teaching, carrying for themselves the certainty that they are valuing education and improving their socio-professional status, regardless of their disenchantment. Thus, it remains for us to continue our studies on the constitution of teaching professionalism from new perspectives. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-01 |
dc.date.accessioned.fl_str_mv |
2021-02-10T16:38:12Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Munari, Keiti de Barros. MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS. 2020. 172 folhas. Tese( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do campo. |
dc.identifier.uri.fl_str_mv |
http://tede.metodista.br/jspui/handle/tede/2055 |
identifier_str_mv |
Munari, Keiti de Barros. MOVIMENTOS DA PROFISSIONALIZAÇÃO DOCENTE: DESENVOLVIMENTO PROFISSIONAL EM ENTREVISTAS NARRATIVAS. 2020. 172 folhas. Tese( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do campo. |
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http://tede.metodista.br/jspui/handle/tede/2055 |
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