Ser professor e o curso de pedagogia: a constituição do ethos profissional docente
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Data
2018-08-31
Autores
Souza, Dulcinéia Beirigo de
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo vincula-se à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores”, situa-se no campo de estudos sobre a formação de professores, tendo como objeto de discussão o ethos profissional docente e suas relações com o curso de formação inicial em Pedagogia. O movimento para a construção da tese partiu, inicialmente, do autoquestionamento acerca da minha trajetória escolar e profissional (como ex-aluna do curso) e, por conseguinte, as condições históricas dos discursos sobre ser professor, com ênfase nas imagens oriundas dessas concepções, que ganham legitimidade na atualidade. Somam-se a isso as discussões disseminadas em espaços que orientam a carreira docente, e as advindas de pesquisas acadêmicas e de políticas públicas. Para tanto, como objetivo geral, ela se propõe compreender as concepções referentes ao ethos da docência, com o intuito de trazer à tona os sentidos de ser professor na contemporaneidade, tendo ainda como objetivos específicos: (a) identificar os processos pelos quais o professor é produzido e se produz, buscando o ser professor por meio de seus processos formativos, dando destaque ao papel das trajetórias pessoais e do curso de Pedagogia nos itinerários de formação; e (b) refletir sobre as experiências narradas por professoras e ex-alunas do curso de Pedagogia, quanto à constituição de seu ethos docente, isto é, do seu modo de ser professor. O estudo foi conduzido com abordagem qualitativa, classificada como exploratória, que utilizou como procedimentos para obtenção das informações entrevistas narrativas reflexivas com seis professoras, que foram analisadas a luz da técnica que orienta a organização do referido instrumento. Desta forma, os discursos da vida cotidiana foram tomados como elementos de aproximação do objeto de estudo, sendo realizadas, na sequência, as imersões necessárias para apreender as percepções dos sujeitos entrevistados sobre o que é ser professor, seu ethos constituinte e a participação no curso de Pedagogia da FCT/Unesp nesse processo. Os resultados encontrados apontam para um ethos profissional docente marcado por imagens difusas, enraizadas em discursos homogenizadores de natureza política neoliberal; também dissociados e descontextualizados sobre a concretude do ser professor, caracterizado ora pelo enaltecimento do professor vocacionado e ora pelo apelo da busca incessante do professor profissional especializado. Foi possível, ainda, reconhecer que o curso de Pedagogia – como formação inicial específica - não representa a única referência na constituição dos modos de ser professor, dada a influência dos contextos sócio-histórico de origem e das condições sociais e subjetivas de cada pessoa, tanto em nível macro (políticas educacionais de formação e status da profissão) quanto micro (trajetórias de vida, escolares e profissional do professor. Evidenciou-se que a consolidação de um ethos docente se dá pelo movimento dialético tradição/inovação de forma situada sociohistoricamente, sendo que o curso em questão oferece grande contribuição, pois configurou-se como elemento gerador de conflito e reflexões, formando e fundamentando o professor egresso em uma práxis de resistência, que busca permanente e notadamente superar a tradição, na qual ele é tido como um sujeito sem identidade, mero executor de técnicas educacionais e descompromissado com o entorno político-social. Por fim, esta pesquisa implica-nos a compreender que não se define "o ser professor", sobretudo por máximas generalistas, pois "o ser professor" se revela na multiplicidade controversa e dinâmica das condições concretas de sua existência e ofício.
This investigation is connected to the line of research "Public Policies, School Organization, and Teacher Education," and is within the field of teacher education studies; the subject of discussion é the professional ethos of teaching and its relations with the undergraduate Pedagogy Course. At first, the movement to build this research came from my self-questioning about my professional and school trajectory (as a former undergraduate student of Pedagogy); thereafter, it is also about the historical conditions of discourses on being a teacher, highlighting the images that come from such conceptions, which are currently entitled. It should be added the discussions held in spaces that guide a teacher's career, and those from academic research and public policies. Hence, as a general objective, this investigation seeks to understand the conceptions referring to the teaching ethos, aiming at bringing about the meanings of being a teacher in contemporary times, as well as having as specific objectives: (a) To identify the processes by which a teacher is produced and constituted, searching for being a teacher through educational processes and highlighting the role of personal trajectories and the Pedagogy Course in the education routes; and (b) to reflect about the experiences narrated by professors and former undergraduates of Pedagogy regarding the constitution of their teaching ethos, that is, their way of being a teacher. This research was conducted with a qualitative approach classified as exploratory; it used reflective narrative interviews with six teachers as the procedure to obtain information, and they were analyzed according to the technique that guides the organization of the already mentioned instrument. Thus, the discourses of everyday life were taken as elements of approximation to the subject of study; following, the necessary immersions to apprehend the perceptions of the interviewed subjects about what it means to be a teacher, their constitutional ethos, and part in the Pedagogy Course at FCT/Unesp within this process were performed. The results that were found point towards a professional ethos of teaching ethos by diffuse images, rooted in homogenizing discourses of neoliberal political nature; they are also dissociated from and decontextualized regarding the concreteness of being a teacher, characterized sometimes by the enhancement of the devoted teacher, sometimes by the appeal of the expert professional teacher’s incessant search. It was also possible to acknowledge that the Pedagogy Course – as specific undergraduate initial education – does not represent the single reference in the constitution of the ways of being a teacher, given the influence of the social and historical contexts of origin, and social and subjective conditions of each person, both at a macro (training education policies and profession status) and a micro (life, school and professional trajectories of the teacher) level. It was evidenced that the consolidation of a professional teaching ethos takes place through the dialectical movement tradition/innovation socially and historically situated, and the program being discussed offers great contribution, because it managed to get set as an element that generates conflict and reflections, providing education and bases for the teacher who egresses it in a praxis of resistance which permanently and notably seeks to overcome tradition, where a teacher is taken as a subject without an identity, a mere performer of education techniques who is not committed with the political and social surroundings. Finally, this research entails us to understand that being a teacher cannot be defined, especially by generalist principles, because being a teacher is revealed in the controversial and dynamic multiplicity of the concrete conditions of their existence and occupation.
This investigation is connected to the line of research "Public Policies, School Organization, and Teacher Education," and is within the field of teacher education studies; the subject of discussion é the professional ethos of teaching and its relations with the undergraduate Pedagogy Course. At first, the movement to build this research came from my self-questioning about my professional and school trajectory (as a former undergraduate student of Pedagogy); thereafter, it is also about the historical conditions of discourses on being a teacher, highlighting the images that come from such conceptions, which are currently entitled. It should be added the discussions held in spaces that guide a teacher's career, and those from academic research and public policies. Hence, as a general objective, this investigation seeks to understand the conceptions referring to the teaching ethos, aiming at bringing about the meanings of being a teacher in contemporary times, as well as having as specific objectives: (a) To identify the processes by which a teacher is produced and constituted, searching for being a teacher through educational processes and highlighting the role of personal trajectories and the Pedagogy Course in the education routes; and (b) to reflect about the experiences narrated by professors and former undergraduates of Pedagogy regarding the constitution of their teaching ethos, that is, their way of being a teacher. This research was conducted with a qualitative approach classified as exploratory; it used reflective narrative interviews with six teachers as the procedure to obtain information, and they were analyzed according to the technique that guides the organization of the already mentioned instrument. Thus, the discourses of everyday life were taken as elements of approximation to the subject of study; following, the necessary immersions to apprehend the perceptions of the interviewed subjects about what it means to be a teacher, their constitutional ethos, and part in the Pedagogy Course at FCT/Unesp within this process were performed. The results that were found point towards a professional ethos of teaching ethos by diffuse images, rooted in homogenizing discourses of neoliberal political nature; they are also dissociated from and decontextualized regarding the concreteness of being a teacher, characterized sometimes by the enhancement of the devoted teacher, sometimes by the appeal of the expert professional teacher’s incessant search. It was also possible to acknowledge that the Pedagogy Course – as specific undergraduate initial education – does not represent the single reference in the constitution of the ways of being a teacher, given the influence of the social and historical contexts of origin, and social and subjective conditions of each person, both at a macro (training education policies and profession status) and a micro (life, school and professional trajectories of the teacher) level. It was evidenced that the consolidation of a professional teaching ethos takes place through the dialectical movement tradition/innovation socially and historically situated, and the program being discussed offers great contribution, because it managed to get set as an element that generates conflict and reflections, providing education and bases for the teacher who egresses it in a praxis of resistance which permanently and notably seeks to overcome tradition, where a teacher is taken as a subject without an identity, a mere performer of education techniques who is not committed with the political and social surroundings. Finally, this research entails us to understand that being a teacher cannot be defined, especially by generalist principles, because being a teacher is revealed in the controversial and dynamic multiplicity of the concrete conditions of their existence and occupation.
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Palavras-chave
Trajetórias de vida e de formação docente, Imagens do ser professor, Ser/estar professor, Profissão docente, Life trajectories and teacher education routes, Images of being a teacher, Being a teacher, Teaching profession