Los pedagogos no docentes enPedagogues non-teachers at the Federal Institutes of Education, tensioning the identification processes
The role of the pedagogue at the Institutos Federais de Educação (IFs) (Federal Institutes of Education) has been taking part in the production of identification processes crossed by narratives that try to define what is to be a pedagogue at the IFs. Thus, we seek to understanding how the researches...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por |
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Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/22726 |
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| Resumo: | The role of the pedagogue at the Institutos Federais de Educação (IFs) (Federal Institutes of Education) has been taking part in the production of identification processes crossed by narratives that try to define what is to be a pedagogue at the IFs. Thus, we seek to understanding how the researches discuss the identification processes, of non-teacher pedagogues in Federal Institutes of Education. Methodologically, we choose the orientation through the qualitative approach and the bibliographic type research. For this purpose, thesis and dissertations were surveyed at the Brazilian Digital Library of Theses and Dissertations (BDTD). It was considered that the investigations attempted to regulate identification processes by understanding fixed identities, as something to be found with a view to the pedagogues’ expectations. We propose that identification processes must be understood as part of the pedagogue’s professional development, consequently, overcoming compartmentalized understandings that dissociate personal and professional experiences from being a pedagogue in the IFs, permeated by institutional cultures and official government policies located at a certain a time and place. |
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