A construção da identidade profissional de professores no contexto do PROEJA: formação, concepções de prática pedagógica e saberes docentes

• Ano de defesa: 2017
• Autor(a) principal: Moreira, Nara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: PROEJA; Identidade Profissional Docente; Formação Docente; Prática Pedagógica; Saberes Docentes; Professional Identity Teacher; Teacher Training; Teaching Practice; Teacher Knowledge; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/20851; http://dx.doi.org/10.14393/ufu.di.2018.104

This work aims to learn on the process of the professional identity of EBTT teachers who worked at PROEJA in Uberlândia. The specific objectives were: 1. To study about professional identity, teachers’ training, pedagogical practices and teaching knowledge; 2. To investigate and analyze life and training trajectories of teachers, and identify constructed and mobilized knowledge in pedagogical practices; 3. To identify the conceptions of pedagogical practices and how this professional experience influences the identity construction of teachers and; 4. To Contribute to the discussions about the need for specific training for the professional practice of teaching in the EJA. It is a qualitative investigation, having data collected from Lattes Curricula, questionnaires and teachers' narratives. Subjects were the EBTT career teachers who taught at PROEJA in Uberlândia, from 2009 to 2016. The results revealed that the group of teachers who taught at PROEJA is composed mostly of male teachers, bachelors, with little training in latu sensu or stricto sensu courses in Education. Although teachers have postgraduate degrees, they reported that those courses do not subsidize the teaching work, once their focuses are specific in the area of knowledge of their initial training. The teachers, whose initial training is in a baccalaureate course, did not have training in Education, which indicates that the bachelors who teach in PROEJA do not seek specific training. The study shows that teachers see the need for formative actions but not really try to immerse themselves in the profession issues. They were sensitive to the stories of life and overcoming of the students and indicated a work based on voluntarism in PROEJA. They also stated that teaching in PROEJA makes them rethink their performance in other levels of education. Their narratives showed that one constructs and mobilizes teaching knowledge through experience, with pedagogical practices developed through successful attempts. Regarding pedagogical practices, the teachers reported that they reproduce practices experienced as students, based on the memories of the good and bad teachers, and the focus is still on the transmission of knowledge. This work evidenced the intricate relationship among training, teacher knowledge, and conceptions of pedagogical practices that condition and validate the process of construction of the professional teacher identity. They also develop a move on making a teacher one wants to be.