As marcas da subjetivação profissional de uma professora alfabetizadora

• Ano de defesa: 2008
• Autor(a) principal: Barreto, Viviane Silva
• Orientador(a): Silva, Silvia Maria Cintra da
• Banca de defesa: Leite, César Donizetti Pereira , Costa, Lucia Helena Ferreira Mendonça
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia
• Programa de Pós-Graduação: Programa de Pós-graduação em Psicologia
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Formação docente; História oral de vida; Memória; Subjetivação profissional; Aprendizagem; Desenvolvimento; Psicologia do desenvolvimento; Professores - Formação
• Palavras-chave em Inglês: Teacher training; Oral life history; Memory; Professional subjectivity; Learning; Development
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/17066

Based on the cultural-historical theory and mainly from the contributions of Vigotski, it is the relationship with others that we as humans are made up. If culture is appropriated by man via social mediation or be that through the other-I relationship, it is also in this relationship that the teacher becomes a teacher: through the established and internalized social relations during development in a historical and social process. The aim of this study was to know the ways of professional subjectivity, or better said, processes of appropriation and internalization of meanings and ways of being a teacher, for the studied teacher. The qualitive research was performed from the oral life history perspective and registered in six audio taped sessions. The first five sessions were conducted freely by the teacher as she told her story. In the last session, questions were presented to clarify aspects such as the role of the family in her professional choice and training, the teachers that influenced her; her perception in regards to the construction of her practice as a whole; what she considers important in teacher training; all in all, how she perceives her own process of professional subjectivity. The interview was carefully listened to, transcribed, printed out and read so as to try to comprehend in her narration how she became a teacher. The most recurrent and significant themes were highlighted in such a way that analysis categories could be made up, illustrated by the talks and biographical episodes that pass through the professional training of the educator. Research data has as a substrate, the memory of the teacher from the reconstruction of her life story with memories of that which turned into meaningful and was internalized from mediations and from meanings constructed upon what it represents for her to be a teacher. If fact, for Vigotski, memory is a superior psychological function which is historically and socially made up by social mediation. In this study, the life history of the teacher was permeated by notable experiences that revealed, from early on, a contact with the school universe gone through by affective relations especially in the figure of an aunt, the first teacher of Clara that presented her to reading, make-believe and imagination. The other teachers, up to her graduation also were important for her to learn and develop reflections in regards to the educative function even when they did not match her comprehension upon the profession. Contact with partners, supervisors and students equally made up significant learning, for the teacher who became a literacy teacher, could make surge her conceptions about school and education in her projects reflected in her differentiated pedagogical practice. In her reports, it is evident that professional subjectivity, in the case of teaching, does not begin at the moment of formal schooling, professionally, but initiates in the experiences that involve teaching and learning situations that dialectally make up the subject.