Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Reis, Edna dos |
| Orientador(a): |
Almeida, Fernando José de |
| 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: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/9700
|
Resumo: |
Distance education (DE) in Brazil dates back some time, which makes to think about the construction of identity of teachers who engage in that type of education. The teaching work is sometimes understood only by its technical dimension, leaving aside its human condition. Discuss the action of the teacher in school just for its instrumental nature is to abandon the importance of his personal and professional identity in the educational process. The aim of this study was to analyze how does the identity construction of teachers who work in DE and the repercussion of that identity in their professional performance. The research presents a qualitative study of the case. The studies on the teaching profession and identity are founded by Carrolo (1997); Tardif and Lessard (2011); Castells (2010); Pimenta (1999); Giddens (2004); Tardif (2002); Meksenas (2003); Dubar (2002, 2005, 2009); Abbud and Bussmann (2002); Brzezinski (2002); Nóvoa (1997); Lawn (2001); Garcia, Hypolito and Vieira (2005). The works of Berger and Luckmann (2009), Freitag (1991), Habermas (1989, 2003) and Ciampa (1987) support studies on the identity of the I. The data collection was conducted in two phases. At first, there were five individuals' participation through the application of descriptive memorial and implementation of interviews, and analysis of the virtual room of the coordination of Letters Course at a distance. In the second phase, beyond the five participants, three more people became part of the research to answer to the questions of descriptive memorial in an interview. At first, the data analysis was performed from the perspective of content analysis proposed by Bardin (2010). There was also the analysis of four virtual rooms us the disciplines of Reading and Texts Production, Theory of Literature-I, Latin Language-I and Portuguese Literature-I. Among the results, the research found that teachers who work in DE construct their identity from the experiences, of the search for knowledge and relationship with the other. The language is expressive element that allows the man to identify himself. In distance education, on the other hand, 11 the varieties of roles, the depreciation of the work according to its execution, brings an identity crisis, making it more fragile. The results also indicate that there is need for a proposal of identity politics for teachers who work in distance education. One positive aspect that may contribute with their identity (teachers' identity) in teaching-learning process is the ongoing search for a dialogical process that promote reflection and action among stakeholders of DE |
