A identidade docente no ensino tÃcnico : as marcas do saber-ser, do saber-tornar-se professor

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

In this work, our goal is to comprehend how the technical teachers constitute their teaching identity, articulating the acquired knowledge in their initial formation with acquaintance acquisition during scholar scope teaching exercise. The research was carried out with Professional Education teachers, within federal technical teaching, in which through questionnaire, we identified the professional profile. By autobiographical method, we made interviews about life histories, and we could grasp the constructive dinamics from the way of being, feeling and becoming a teacher throughout personal and professional life, taking into consideration dialetics approach of social and individual identificational process, that is, the dimension of the "personal me" and the "professional me" towards teachers development. The content analysis of research data, revealed that the constitution of teaching identity is overlapped to primary and secondary socialization processes, experienced into family communion, school, social and personal references, and pre-professional activities, and, in a meaningful and determinant way in the teaching exercise at CEFET, in which they express an "asserting as teacher" identity, highlighted in the certainty and consolidation of "professional way of actingâ in the teaching career

ASSUNTO(S)

saberes docentes educacao professional education educaÃÃo profissional identidade docente knowledge teaching identity

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