IDENTIDADE DOCENTE DE PROFESSORAS DO CAMPO: CONSTRUÇÃO E DESCONSTRUÇÃO

• Ano de defesa: 2023
• Autor(a) principal: Milena Conceição Aparecida Lima Santos
• Orientador(a): Mariana Esteves de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Identidade profissional Docente, Educação Rural, Educação do Campo, Docência.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/6436

This research aimed to understand the trajectory of the constitution of the teaching identity of two teachers who started their careers in a rural school in the municipality of Lucélia, a city located in the interior of the state of São Paulo. These teachers had to leave their workplace due to the closure of this school in 2006. Walking under the premise that the closure of the school may have generated processes, meanings, and significances for the two teachers, these were compared from both the perspective of individual memories and the perspective of teaching work, in its collective, social, and political aspects. To achieve this, it was necessary to understand, in a contextualized way, the problem of closing a rural school from the historical perspective, legal provisions, and social movements that emerged around these contradictions. Therefore, the study had as its object the teaching identity of two rural teachers who left the countryside. The main objective was to understand how the teaching identity of the two rural teachers was affected in the process of closing the rural school EMEFR. Firmino Pollon. To achieve this goal, the following specific objectives were listed: identify the profile and constitution of the teaching identity of the teachers focused on the research; perceive, from the teachers' perspective, the impacts experienced with the closure of the rural school EMEFR. Firmino Pollon in their professional and personal lives; raise the adaptation processes that the teachers were subjected to when they left the rural school and started teaching in an urban school; and reflect on how processes related to educational policies, especially regarding rural education, interfere in the constitution of the teachers' identity and formation. Using a hybrid approach for data collection, nuances of reflexive interviews, narratives, and oral history, called "Experiences Reports," were used. For data treatment, a dialectical method was used, with the technique of analysis organized into cores of significance. These cores were organized to comprehend the professional and personal identity of the teachers, their trajectories, the impacts felt, the forms of adaptation, and how the interference of educational policies modified their identities. In conclusion, after our analyses, which permeated materiality and subjectivity, we found that both teachers had their professional activities grounded and their professional identities built at Firmino school, where they began their teaching practice. We also consider that the feelings about the closure of the school and the development of their work throughout their careers were different for the two teachers. Both experienced identity crises due to the closure of the school and presented evidence of this in distinct ways: one through forgetfulness and the other through vivid memories.