Os professores da educação profissional: sujeitos (re) inventados pela docência

• Ano de defesa: 2010
• Autor(a) principal: Ferreira, Angelita da Rocha Oliveira
• Orientador(a): Mouriño Mosquera, Juan José
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; PROFESSORES - ATUAÇÃO PROFISSIONAL; EDUCAÇÃO PROFISSIONAL
• Link de acesso: http://hdl.handle.net/10923/2684

All discourses, from theoretical to political, present education as the best alternative to reach the social development and the economical balance nations hanker. Therefore, teacher figure is frequently forgotten by those discourses as they were not the unique able to perform a truly change in education and transform the whole society. This study has as its aim to investigate teacher’s identity construction processes on professional education teachers, from the conception of my research problem: how technical courses teachers realize their professional identity. This investigation consists in a qualitative research using the case study as research methodology. The initial problem was subsequently divided into three research questions that deal with the relation between teacher performance and identifying, the relation between formation and practice and the feeling of belonging to the group. Seven teachers who work on technical courses and perform others activities parallel to teaching participated on this study. The data were collected on semi-structured interviews and analyzed through Bardin’s (1977) theme analysis. From the analysis, three categories arose: action, reflection and relation which were described and interpreted according some authors as Kaufmann (2004), Nóvoa (1992, 1995), Tardif (2006) whose works were used to deepen and qualify reflections about some concepts that permeate this study as: identity, teacherality, formation, subjectivity, relations and teaching practice among others.The study pointed out that professional education teachers are still being recruited in the world of work and they start working as teachers with no teaching formation and, although the formation in service is envisioned by law, it does not come about or does not contribute for the identity formation process of these teachers. Anyway, it is possible to affirm that these teachers build themselves a professional/personal/teaching identity from the resignification of their life at school and at the world of work.