Os sentidos formativos dos estudantes de licenciatura: socialização, aprendizagens e identidade docente
This study analyzes the formative senses attributed by graduate students in teacher graduation course (Letters, Biology, Mathematics and Pedagogy) linked with the construction of their teacher professional identity during the socialization and learning process in the university environment. It co...
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| Formato: | doctoralThesis |
| Idioma: | por |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/21614 |
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| Resumo: | This study analyzes the formative senses attributed by graduate students in teacher
graduation course (Letters, Biology, Mathematics and Pedagogy) linked with the
construction of their teacher professional identity during the socialization and learning
process in the university environment. It consider equally the influence of prior
representations diversity about the teaching practice, from the familiar origins and the
school socio-biography until the review of these conceptions modified by the academic
environment. The theoretical review has developed in the perspective of an educational
and sociological research about the process of teacher construction identity. It uses
concepts like socialization, professional identity and teacher culture. The empirical plan
of the research has oriented by the multi-referential approach with use of the
comprehensive interviewing. The locus of the research was the Universidade do Estado
do Mato Grosso in the university campus of Tangará da Serra, Barra dos Bugres e
Cáceres. To the data analyses, it followed these steps: local reconnaissance research,
guide route elaboration, exploratory interview, evolutionary plan construction, sensible
hearing and comprehensive analysis. The data categorization and interpretation has
oriented by four thematic axis: raisons to the teaching choice, quotidian and school
culture, contact and academic life, constitution of the teaching senses. The results pointed
to the different perspectives configurations reported to the process of socialization,
academic and professional learning, and teaching identity construction. Searching surpass
prior negative representations and pessimists conceptions it can perceive that the major
concern of the student who will be teacher is strengthen his teaching identity by learning
to teach from the observation of teachers in their effective professional field. Because is
where it reveal simultaneously the formation fragilities and the necessaires adaptations to
the establish pedagogy autonomy on school environment. Is also important detach the
cultural role of the politico-pedagogical project and the graduation courses practices,
ensuring a teaching orientation based in the integrated pedagogical experiences between
academic learnings and schools reality. Thereby the students learnings, specially in
graduate traineeships in the schools of primary and secondary education, it configure as
crucial occasions to experience his owner teaching strategies with their formation
knowledges, and equally promoting their socialization and identification references with
the teacher professional culture. |
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