Fanzines narrativos: um olhar sobre as Identidades Profissionais de Professores de uma escola pública

• Ano de defesa: 2017
• Autor(a) principal: Silva, Maria Aparecida Alves da
• Orientador(a): Fernandes, Hylio Laganá
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGEd-So
• Palavras-chave em Português: Fanzines; Professores - Formação; Identidade Profissional Docente; Narrativa (auto)biográfica; Análise semiótica
• Palavras-chave em Inglês: Fan magazines; Teachers - In-service training; Biograficzine; Professional Identity Teacher; Semiotic analysis
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/8989

The present work presents a research of the area of education, in a more specific field of Teacher Training. The research uses Fanzine, here configured as an autobiographical narrative (biograficzine) as an investigative (and formative) device, bringing as a theme the professional identities of the teachers of a public school. The problem that guides the development of this work is the following question: how do the teachers of a public school perceive their professional identities from the production of fanzines? The importance of investigating this question comes from the perspective of understanding the process of becoming a teacher, considering the perception that the teachers have about their professional identities. The research aims to investigate how the teachers of a public school perceive their professional identities to understand how they became teachers. To answer this objective the study was structured from a qualitative perspective and used for the production of data the production of fanzines associated with (biographical) biographical narratives, the biograficzine; The analysis of this material was done through the Peirceana semiotics, discussed in the perspective of professional teacher identities. Finally, interviews were also made to complement the final analysis. As a theoretical-methodological foundation, the contributions of Dubar (1995, 2005, 2009) are considered to support the issue of professional identities, admitting that the idea of identity as an "identity form" is configured in social and work relations and that identities professionals build and rebuild throughout existence. For the understanding of becoming a teacher, it became necessary to carry out another movement, together with the teachers. For this, I appropriate the theoretical basis developed by Nóvoa (2007, 2009), in which he advocates teacher training centered in two dimensions: the personal and the professional, in which he suggests five proposals: Practices, Profession, Person, Sharing and Public. The development of the analyzes of the biograficzines had as theoretical support Santaella (1983, 1989, 1995, 2008), admitting the analytical potential of the semiotics to analyze the biograficzines produced. The results obtained with the production of data demonstrate a group of teachers with teaching identities in which, in their acts of belonging, in the identity they attribute to themselves, they seek autonomy, threatened by the devaluation of the profession, but try to break with the acts attributed by institutions. The understanding of becoming a teacher is related to the importance of becoming aware of relationships within the school and communication with the outside world.