Navegando por Palavras-chave "identidade profissional"

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    Interface entre processos de formação continuada e identidade profissional docente
    (Universidade Federal de São Paulo (UNIFESP), 2016-08-29) Araujo, Giodesia Conceicao Gomes de [UNIFESP]; Silvestre, Magali Aparecida [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The teacher?s professional identity as a process and an inter-relationship established among hi your subjectivity, the context reality and the working world is known as a transitory process that occurs throughout the teacher?s career, since the initial settings of the profession?s meanings and roles, later on, broadened while entering the work context, as well as upon building his/ her career. In this sense, this research aims at investigating whether ongoing education, besides favouring knowledge development inherent in the pedagogical activity, also favours contributions to development and resetting of the teacher?s identity. This way, we established, as specific objectives, identifying which elements of ongoing education contribute to the facilitation of the process of resetting the teacher?s identity and how that contribution takes place. We understand that the subjective process establishes an intimate relationship with the objectivity in psychic articulation (emotional resources) to solve internal conflicts that may arise of the interlocution of the desires and expectations connected to the teacher?s professional role while facing reality. Thus, for such understanding, we have adopted, as theoretical-methodological referential, authors with identity studies, such as Dubar (1997, 2009) and Imbernón (2009, 2011), as well as authors who deal with ongoing education concepts. The methodological ground is based on André & Lüdke (2014) and Creswell (2014). The study adopts a qualitative approach and was carried out from empiric research by means of interviews for better comprehension of the subjective dynamics of participants and its unfolding in the setting up of the professional identity. A semi-structured script was elaborated and aimed at guiding the interviews. The researched participants were teachers from the São Paulo municipal school system teaching primary grades. The results, based on the analysed data, suggested that ongoing education indicates the possibility of contributing to the resetting of the teaching identity. However, in order to reach that perspective, the educational process of the teacher requires specific elements in its systematization, like co-participation of the teacher through interlocution with peers and tutor, cognitive mobilization made possible by theoretical articulation, planning and organization of activities or discussions on the subject matter, as well as theoretical and practical association provided by reflexions between the theme in question and practice