Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Sula, Margarete Cazzolato
 |
| Orientador(a): |
Placco, Vera Maria Nigro de Souza
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/32645
|
Resumo: |
Supported by the theoretical framework of qualitative research and (auto)biographical narratives, this thesis focuses on teachers’ professional identity construction, deconstruction and reconstruction movements, and aims to understand and analyze experiences, perceptions, feelings and challenges experienced by teachers (former school/educational managers) who returned to the classroom in the public education system of the city of Santo André/SP. Methodology included a questionnaire, via digital platform Jotform®, and the writing of letters focused on the professional teaching pathways of 20 teachers working in basic education. Analysis brought light to the history and temporality of going there and back again, from management to the classroom, revealing the elements that constitute professional identities: the choice for teaching, the entry at the public school system, the motivations for staying in or leaving management, the continuous trainings, and the multiple “others” participating of their professional socialization process. Pressured between the experience in management and the reality of teaching, the participants narrated identity crises connected to attribution and belonging acts, as well as to pleasant and unpleasant-toned feelings and emotions. For some, the experience embodies remarks of longing, fear and insecurity. For others, of resistance, selftransformation and gratitude. The participants showed the fragilities and benefits of the managerial function, considering that hierarchical temporariness may affect identity construction. At school, they aimed to reconstruct group bonds, living with the stigma of having been in management. Students are considered core of identity resignifications, encouraging continuous training aimed at professional development. The participants felt strengthened at their professional practice and mentioned a broader look at their pedagogical intentions, articulating their experience knowledge to their realities. Interpersonal relationships surrounded by implicit and explicit power disputes and vanity games reinforce the necessity to reframe political distresses in favor of the common good for school, a vital reflection for anyone aiming at management in unstable contexts |
