A expressividade na socialização profissional docente: estudo do contexto do estágio supervisionado e da residência pedagógica em Educação Física
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Data
2022-07-01
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa tematiza a socialização docente entre a Universidade e a Escola, no lugar híbrido entre a formação e a profissão docente, nos espaços sociais dos dispositivos formativos Estágio Curricular Supervisionado (ECS) e Programa Residência Pedagógica (PRP). O objetivo foi analisar a expressividade como elemento constituinte da socialização profissional docente. A perspectiva fonoaudiológica de expressividade foi o ponto de partida para o empreendimento de dois movimentos, balizados pela ideia de construção coletiva da profissão docente: a) redimensionar a noção de expressividade na docência; e b) evidenciar como a expressividade, nas interações de futuros professores e professores em contextos de ECS e PRP, integra processos de socialização docente. A pesquisa foi desenvolvida em duas frentes metodológicas: a) teórica, sob aportes da Sociologia de Pierre Bourdieu (conhecimento praxiológico e o habitus) e de Walter Benjamin (experiência e narrativa); e b) empírica, de caráter qualitativo e enfoque descritivo e interpretativo - envolvendo oito escolas públicas de Educação Básica, 40 licenciandos em Educação Física (EF) da Universidade Estadual Paulista (UNESP) em práticas de ECS e/ou PRP e sete professores de EF escolar, no município de Rio Claro (Estado de São Paulo, Brasil). Foi empregada a triangulação de fontes, dados e análise de conteúdo/análise temática em textos escritos (estudo bibliográfico e documentos normativos curriculares), descritivos escritos (segmentos de registros de observação das interações dos participantes nas escolas) e discursivos orais (excertos de transcrição de Grupo Focal). O estudo teórico resultou em algumas proposições sobre a expressividade, como elemento que integra o corpo, a linguagem, a interação, a prática, o saber da experiência, a comunicação, a narrativa, as identidades docentes, a cultura docente, as relações socioprofissionais, a sociedade e o passado, o presente e o futuro - de professores, do coletivo docente e da docência como profissão. Por sua vez, do estudo emírico emergiram três eixos temáticos: 1) Aprendizagem da docência e desenvolvimento profissional; 2) Prática de ensino e trabalho docente; e 3) Cultura docente, usos do corpo e a produção do cuidado, da saúde, do bem-estar e da qualidade de vida de professores. As proposições e as leituras e análises empreendidas oferecem subsídios para que a expressividade venha a ser considerada como elemento a ser trabalhado para potencializar processos de socialização docente que contribuam para a construção coletiva da profissionalização, para firmar a posição de professor e afirmar a docência como profissão.
The research thematizes the teaching socialization between the University and the School, in the hybrid place between the teacher education and the teaching profession, in the social spaces of the education devices School Placement (SP) and Pedagogical Residency Program (PRP). The objective was to analyze expressiveness as a constituent element of professional teacher socialization. The speech-language pathology perspective of expressiveness was the starting point for the undertaking of two movements, guided by the idea of collective construction of the teaching profession: a) resize the notion of expressiveness in teaching; and b) to show how expressiveness, in the interactions of future teachers and teachers in SP and PRP contexts, integrates processes of teacher socialization. The research was developed on two methodological fronts: a) theoretical, on contributions from Pierre Bourdieu's Sociology (praxeological knowledge and habitus) and Walter Benjamin's Sociology (experience and narrative); and b) empirical, qualitative in nature and with a descriptive and interpretive approach - involving eight public schools of Basic Education, 40 undergraduate students in Physical Education (PE) from Universidade Estadual Paulista (UNESP) in SP and/or PRP practices and seven teachers of school PE, in the city of Rio Claro (state of São Paulo, Brazil). Triangulation of sources, data and content analysis/thematic analysis was used in written texts (bibliographic study and curricular normative documents), written descriptions (segments of observation notes of participants' interactions in schools) and oral discourse (excerpts from the Focus Group transcripts). The theoretical study resulted in some propositions about expressiveness, as an element that integrates the body, language, interaction, practice, knowledge from experience, communication, narrative, teaching identities, teaching culture, socio-professional relations, society and the past, the present and the future - of teachers, of the teaching collective and of teaching as a profession. In turn, three thematic axes emerged from the empirical study: 1) Teaching learning and professional development; 2) Teaching practice and teaching work; and 3) Teaching culture, uses of the body and the production of care, health, well-being and quality of life for teachers. The propositions and the readings and analyzes undertaken offer subsidies for expressiveness to be considered as an element to be worked to enhance processes of teacher socialization that contribute to the collective construction of professionalization, to establish the position of teacher and affirm teaching as a profession.
The research thematizes the teaching socialization between the University and the School, in the hybrid place between the teacher education and the teaching profession, in the social spaces of the education devices School Placement (SP) and Pedagogical Residency Program (PRP). The objective was to analyze expressiveness as a constituent element of professional teacher socialization. The speech-language pathology perspective of expressiveness was the starting point for the undertaking of two movements, guided by the idea of collective construction of the teaching profession: a) resize the notion of expressiveness in teaching; and b) to show how expressiveness, in the interactions of future teachers and teachers in SP and PRP contexts, integrates processes of teacher socialization. The research was developed on two methodological fronts: a) theoretical, on contributions from Pierre Bourdieu's Sociology (praxeological knowledge and habitus) and Walter Benjamin's Sociology (experience and narrative); and b) empirical, qualitative in nature and with a descriptive and interpretive approach - involving eight public schools of Basic Education, 40 undergraduate students in Physical Education (PE) from Universidade Estadual Paulista (UNESP) in SP and/or PRP practices and seven teachers of school PE, in the city of Rio Claro (state of São Paulo, Brazil). Triangulation of sources, data and content analysis/thematic analysis was used in written texts (bibliographic study and curricular normative documents), written descriptions (segments of observation notes of participants' interactions in schools) and oral discourse (excerpts from the Focus Group transcripts). The theoretical study resulted in some propositions about expressiveness, as an element that integrates the body, language, interaction, practice, knowledge from experience, communication, narrative, teaching identities, teaching culture, socio-professional relations, society and the past, the present and the future - of teachers, of the teaching collective and of teaching as a profession. In turn, three thematic axes emerged from the empirical study: 1) Teaching learning and professional development; 2) Teaching practice and teaching work; and 3) Teaching culture, uses of the body and the production of care, health, well-being and quality of life for teachers. The propositions and the readings and analyzes undertaken offer subsidies for expressiveness to be considered as an element to be worked to enhance processes of teacher socialization that contribute to the collective construction of professionalization, to establish the position of teacher and affirm teaching as a profession.
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Palavras-chave
Formação de professores, Trabalho docente, Socialização profissional, Estágio supervisionado, Residência pedagógica, Expressividade, Teacher education, Teaching work, Professional socialization, Practicums, Pedagogical residence, Expressiveness