Please use this identifier to cite or link to this item: https://app.uff.br/riuff/handle/1/18568
Title: Histórias de formação, imagens de docência : cultura e simbolismos de professores do município de Duque de Caxias - RJ
Other Titles: Formation histories, teaching images: culture and symbolism of teachers of the city council of Caxias - RJ
Keywords: Educação;  Políticas públicas;  Movimentos instituintes;  Pesquisa narrativa;  Formação de professor;  Cultura docente;  Duque de Caxias (RJ);  Teaching culture;  Formation of teachers;  Fundamental principles;  Narrative research
Issue Date: 11-Nov-2008
Abstract: This research project had the intention of understanding the culture of teachers who work with the second segment of an elementary school of the city council of Caxias / RJ, relating it with the stories of life of these teachers, their formation and the pedagogical proposal in that municipality. The choice of focusing on the study in teachers of the second segment was made after noticing that there are little searches forward-looking to the day by day activities of those teachers, in addition to issues raised in my professional performance. Accompanying the work of those teachers as a pedagogical director, I noticed their desire of building an education based on inclusion, on interdisciplinarity, on dialogue and affection, which contrasted with practices attached to the traditional model of education, especially in regard to discipline and evaluation. I was then instigated to know what they think and how they teach: What values underline the culture of those teachers? What images of a Professor do those teachers bring? In what referencial of teaching do they build their knowledge and work? How were the pedagogical issues addressed in their graduation? How much were they affected by their stories of life? Besides understanding the images, the symbolism that outline the teaching culture, I also pursued prime clues to the formation of the teachers, clues that lead us to other ways of thinking and make such formation. The theoric-methodological referential in which the research was based upon embraced the complexity paradigm of Edgar Morin and the sociology of the quotidian of Michel Maffesoli. The narrative search and the thematic biographical approach were the chosen methodological paths, using as methodological tools the documental analysis, the observation of the daily routine of the school, questionnaires and semi-structured interviews with the teachers. The culture of the group of teachers analysed is marked by the emphasis on values / virtues as love, hope, humility, patience, sensitivity, and by the not valorization of the pedagogical knowledge in their professional performance. Such aspect can be explained, among other factors, by the dichotomy between Bachelor's Degree and Major in Courses of Formation that priorize the formation of the researcher to the detriment of the teacher and emphasize the specific knowledge of the subjects, devaluating the pedagogical knowledge. As fundamental principles, the investment in continuing training of teachers and the strengthening of collective discussion spaces are outlined, being the school the primary locus of such actions.
URI: https://app.uff.br/riuff/handle/1/18568
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