A cultura profissional do professor pedagogo e o exercício do trabalho docente

• Ano de defesa: 2016
• Autor(a) principal: Gagno, Roberta Ravaglio
• Orientador(a): Ferreira, Naura Syria Carapeto
• Banca de defesa: Ens, Romilda Teodora, Nunes, Odilon Carlos, Viana, Ieda, Costa Neto, Pedro Leão da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tuiuti do Parana
• Programa de Pós-Graduação: Doutorado em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Cultura; Cultura profissional docente; Trabalho; Consciência de classe; Professor pedagogo
• Palavras-chave em Inglês: Culture; Professional culture of teachers; work; Class consciousness; Pedagogues
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: The present thesis analyzes the way teachers of the final years of Elementary School build their professional culture as education workers. The study was conducted with teachers from Paranaguá, in the South Region of Brazil. Its goal was to investigate the following problem: how the professional culture of such teachers is developed, considering all values and rules, hierarchies and power relations, in the way they are reflected in everyday practice, contributing to the edification of a specific sort of professional culture. The present study is based on the assumption that both overall culture and teachers’ practices are derived from daily relations, established in the various environments which constitute the educational phenomenon. Issues such as ideology and mass culture, among many others, interfere directly with the constitution of a teachers’ culture. In such a scenario, it is understood that the existence of intellectuals is essential for the constitution of a class consciousness, according to Marx’s definition. The use of the dialectic method is a consequence of the conviction that it is an extremely elaborated form of facing the world, as it does not exclude data or knowledge from whatever sources, but incorporates all, reaching therefore a more comprehensive synthesis. The defenders of such belief allege to achieve a “concrete reality”, through the processes of analysis and synthesis of what’s real (and its multiple determinations), which happen in the "concrete of thinking", as Marx suggests (1983, p. 2019-220). The present issues were addressed by stressing categories such as culture, work, class consciousness and ideology, as they reflect the contradictions that constitute the historical movement (which involves social, political and economic perspectives), according to situations that reflect the world, its swings, its developments and the impact on human beings. We conclude with some suggestive questions that emerged to the author during the procedure of elaborating the thesis.
• Link de acesso: http://tede.utp.br:8080/jspui/handle/tede/1588

The present thesis analyzes the way teachers of the final years of Elementary School build their professional culture as education workers. The study was conducted with teachers from Paranaguá, in the South Region of Brazil. Its goal was to investigate the following problem: how the professional culture of such teachers is developed, considering all values and rules, hierarchies and power relations, in the way they are reflected in everyday practice, contributing to the edification of a specific sort of professional culture. The present study is based on the assumption that both overall culture and teachers’ practices are derived from daily relations, established in the various environments which constitute the educational phenomenon. Issues such as ideology and mass culture, among many others, interfere directly with the constitution of a teachers’ culture. In such a scenario, it is understood that the existence of intellectuals is essential for the constitution of a class consciousness, according to Marx’s definition. The use of the dialectic method is a consequence of the conviction that it is an extremely elaborated form of facing the world, as it does not exclude data or knowledge from whatever sources, but incorporates all, reaching therefore a more comprehensive synthesis. The defenders of such belief allege to achieve a “concrete reality”, through the processes of analysis and synthesis of what’s real (and its multiple determinations), which happen in the "concrete of thinking", as Marx suggests (1983, p. 2019-220). The present issues were addressed by stressing categories such as culture, work, class consciousness and ideology, as they reflect the contradictions that constitute the historical movement (which involves social, political and economic perspectives), according to situations that reflect the world, its swings, its developments and the impact on human beings. We conclude with some suggestive questions that emerged to the author during the procedure of elaborating the thesis.