Estudo sobre a formação cultural: a semiformação do professor do Ensino Estadual da região central da cidade de São Paulo

• Ano de defesa: 2013
• Autor(a) principal: Olorruama, Daniela
• Orientador(a): Giovinazzo Júnior, Carlos Antonio
• Tipo de documento: Dissertação
• 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: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação cultural; Semiformação; Formação cultural de professores; Tempo livre; Teoria crítica da sociedade
• Palavras-chave em Inglês: Cultural development of teachers; Semi-erudition; Critical theory of society
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10401

This empirical study discusses teacher preparation and practices with the intention of examining the elements present in the process of professionalization and performance in the teaching profession, regarding both cultural development as well as its declination semi-erudition. The main objective of this study was to identify and analyze aspects related to the cultural development and leisure time activities of teachers. In order to meet this objective, a structured interview format was used, making it possible to obtain this information. The interview contained seven themes divided into the following blocks: work schedule, initial and continuing teacher education, political participation, self-study, the functions of education, leisure time, and daily tasks. The interview was carried out with 21 middle and high school teachers from the state public school system, all of whom teach in the city center of São Paulo. The study seeks to identify whether these teachers present any rate of cultural development, as defined by Adorno, in addition to the activities they take part in, whether in their leisure time or at other times in the social lives of these teachers. In this perspective, the theoretical background used in the elaboration and development of this study were the writings of Max Horkheimer, Theodor Adorno, and Herbert Marcuse on the Critical Theory of Society as they refer to the concepts of culture, cultural development, semi-erudition, as well as texts related to education and leisure time. For the purposes of this analysis, the information obtained was grouped into categories: teacher preparation and practices, political engagement, leisure time activities, and the function of education. The discussion was carried out on the basis of the theoretical references and the application of statistical tools which allowed for the data to be analyzed. The results indicate that there is a tendency towards the predominance of elements of semi-erudition in the preparation of teachers, as well as in their leisure time activities and other activities related to their social lives. It was also possible to confirm the hypothesis that the teachers did not present a position that could be differentiated from each other in regards to political participation. By the same token, it was possible to detect a conceptual analogy in relation to the functions attributed to education. It is important to point out that political participation by teachers at school is significantly higher than their participation in the teachers‟ union, which could indicate rates of resistance, critical consciousness and persistence in the anxiousness for improvements in education