Trajetórias de formação e profissionalização de professoras leigas do município de Itapiuna/Ce

• Ano de defesa: 2010
• Autor(a) principal: Araújo, Maria das Graças de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: http://www.teses.ufc.br
• Palavras-chave em Português: Formação docente; Profissionalização; Professoras leigas; Cursos de qualificação de 1º e 2º graus; Teacher education; Professionalization; Lay teachers; Qualification programs for elementary, middle and high school levels; Professoras - Formação - Itapiúna(CE) - 1960-1990; Professoras - Itapiúna(CE) - Atitudes - 1960-1990; Professoras - Itapiúna(CE) - Condições sociais - 1960-1990; Escolas rurais - Itapiúna(CE) - 1960-1990
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/3580

Placed in the realm of history and memory of education, this research investigates the process of education and professionalization of lay teachers in the town of Itapiúna/CE. The aim was to investigate the constitution of trajectories of education and professionalization of lay teachers of the rural area of the town Itapiúna/CE, between the end of the 1960’s to 1990, period in which the teachers lived their teaching experiences and received their elementary, middle and high school diplomas through the qualification programs aimed at teachers. For that, oral history was employed as the investigation method, underpinned by narrative interviews, in which a group of 10 (ten) teachers talked about their processes of teacher education and professionalization. The analysis was made from meaningful fragments of the narratives of the subjects. The theoretical framework employed was based on the postulates of Certeau (2002), Hobsbawm(1995) and Le Goff (2005) on the understanding of history and its writing. In what regards Oral History, the ideas of Thompson (1992) and Jucá (2001) were sought. Regarding life histories there were the contributions of Souza (2006) and Jucá (2001). The analyses of the narratives regarding teacher education and professionalization were based on the ideas of Imbernón (2009), Moita (2000), Nóvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) and Tardif & Lessard (2007). The issues regarding lay teachers were corroborated by Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). As to what concerns the qualification programs for lay teachers, the ideas of Tesser (1992), Sousa & Dreifuss (1986) and Onesti (1985) were indispensable. The analyses of the narratives made possible to evidence the way that lay teachers lived their experiences of school education situated within a context of difficulties and the overcoming of limitations. They also show the precarious working conditions in the early stages of the teaching practice and the logistics of realization of the qualification programs of elementary, middle and high school levels for the lay teachers. The investigation demonstrates that the elements of the historical and geographical context of a given region influences directly or indirectly the actions of the subjects, yielding strategies to overcome limitations or to be satisfied with the environment in which they are situated. It elucidates that the dynamics of the investigation process takes place in a movement of construction that favors the understanding of the social phenomena, even if one perceives the limitations of Science, once reality is always more complex. It evidences that teacher education and professionalization are intrinsically linked processes, as they inter-relate and complete each other in a continuous movement of learning and changes that each teacher experiences. The study also demonstrates that the teacher education carried out hurriedly fragments the knowledge that is necessary to a good teaching performance, even though it favors the improvement of the educational practice. It also considers the need of further investigation, especially in what regards the outcomes of the work of the lay teachers.