Ser professor: representações sociais de professores
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Data
2016-08-30
Autores
Pryjma, Leila Cleuri [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A docência é um trabalho de interações com traços particulares que a estruturam e o professor configura-se como uma das peças centrais do processo educacional. O “ser professor” envolve características peculiares à docência que desenvolvem sua identidade. Este trabalho se propõe a investigar quais são as representações do “ser professor”, bem como a forma como os professores pedagogos se veem e como acreditam que sua profissão é percebida pelos outros. O exercício da docência envolve uma identidade, na qual se entrelaçam os saberes, as valorações, as expectativas e a figura do professor que se construiu nas tramas da história da humanidade, formando as construções simbólicas da identidade docente. O marco teórico deste trabalho para a análise da identidade docente é o da Teoria das Representações Sociais, mais especificamente o da Teoria do Núcleo Central para compreender como os professores desenham cognitiva e afetivamente o que é “ser professor”. Defendemos neste trabalho a tese de que as representações sociais do professor sobre si, como profissional, são compartilhadas e fruto de suas práticas e conhecimentos teóricos. Como tal, essas representações instituem um sistema de valores, ideias e simbolismos sociais acerca da própria vivência pedagógica e dos que lhe são próximos, determinando suas formas de agir no mundo. Essas podem ser estruturas alienantes que sirvam a uma ideologia dominante ou podem ser ainda frutos de uma prática docente reflexiva. Para tanto, realizamos uma pesquisa exploratória de natureza qualitativa. Os sujeitos dessa pesquisa foram 197 pedagogas, alunas de um curso de especialização Latu Sensu em 11 municípios do estado do Paraná; os instrumentos de pesquisa foram um questionário de identificação, dois Testes de Associação Livre de Palavras (ABRIC, 1993, 2000, 2007) com os indutores “Ser professor é...” e “Para os outros, ser professor é...” nas situações de Ordem Média de Evocação e Ordem Média de Importância a fim de desvelarmos o que os professores pensam sobre eles mesmos e o que os professores percebem como os outros caracterizam o ser professor e um questionário com reflexões acerca da profissão docente. As análises das representações sociais sobre “ser professor” nos permitiram compreender não só os elementos que a constituem, mas também a maneira como se identificam e sentem como sua identidade profissional é percebida pelos demais. Os resultados revelaram que as representações sociais do “Ser Professor” possuem como possível núcleo central os elementos “amor”, “doação” e “dedicação”. Em contrapartida, constatamos uma nítida separação com aquelas sobre o que é “Ser Professor para o Outro” para a qual os participantes elencaram “loucura” e “ganha-bem”. As análises da submissão responsável por esse sentido são apresentadas e os limites deste trabalho e sugestões para outros são assinalados.
Teaching is a work of interactions with particular traits that the structure and the professor appears as one of the centerpieces of the educational process. The "teaching" involves peculiar characteristics to the teaching that develop their identity. This work sets out to investigate what are the representations of the "teacher", as well as how teacher‘s educators perceive themselves and how they believe their profession is perceived by others. The exercise of teaching involves an identity, in which intertwine the knowledge, appraisals, the expectations and the figure of the teacher who built on plots in the history of mankind, forming the symbolic constructions of identity. Theoretical framework of this work for the review of teaching is the identity of the theory of social representations, more specifically the Central Nucleus theory to understand how teachers draw cognitive affectively what is "teaching". We argue in this paper that the social representations of the teacher about you, as a professional, are shared and the fruit of their practices and theoretical knowledge. As such, these representations establish a system of values, ideas and social symbolism about the own pedagogic experience and that you are close, determining their ways to act in the world. These can be alienating structures serving the dominant ideology or can be fruits of a reflective teaching practice. To this end, we conduct an exploratory research of qualitative nature. The subject of this research were 197 pedagogas, students of a Latu Sensu specialization course in 11 municipalities in the State of Paraná; the research instruments were an identification questionnaire, two Free Word Association tests (ABRIC, 1993, 2000, 2007) with the inductors "being a teacher is ..." and "To the other, being a teacher is ..." in Order of Average Evocation and average Order Importance in order to desvelarmos the teachers think about themselves and the teachers to see how others characterize the teacher and a questionnaire with reflections about the teaching profession. The analyses of social representations about "teaching" enabled us to understand not only the elements that constitute, but also the way you identify and feel like your professional identity is perceived by the other. The results showed that the social representations of the "Teacher" feature as a possible core elements "love", "donation" and "dedication". On the other hand, we see a clear separation with them about what is "being a teacher for Another" for which participants bleeding cool is "crazy" and "win well". The analyses of this submission are presented and the limits of this study and suggestions for others are marked.
Teaching is a work of interactions with particular traits that the structure and the professor appears as one of the centerpieces of the educational process. The "teaching" involves peculiar characteristics to the teaching that develop their identity. This work sets out to investigate what are the representations of the "teacher", as well as how teacher‘s educators perceive themselves and how they believe their profession is perceived by others. The exercise of teaching involves an identity, in which intertwine the knowledge, appraisals, the expectations and the figure of the teacher who built on plots in the history of mankind, forming the symbolic constructions of identity. Theoretical framework of this work for the review of teaching is the identity of the theory of social representations, more specifically the Central Nucleus theory to understand how teachers draw cognitive affectively what is "teaching". We argue in this paper that the social representations of the teacher about you, as a professional, are shared and the fruit of their practices and theoretical knowledge. As such, these representations establish a system of values, ideas and social symbolism about the own pedagogic experience and that you are close, determining their ways to act in the world. These can be alienating structures serving the dominant ideology or can be fruits of a reflective teaching practice. To this end, we conduct an exploratory research of qualitative nature. The subject of this research were 197 pedagogas, students of a Latu Sensu specialization course in 11 municipalities in the State of Paraná; the research instruments were an identification questionnaire, two Free Word Association tests (ABRIC, 1993, 2000, 2007) with the inductors "being a teacher is ..." and "To the other, being a teacher is ..." in Order of Average Evocation and average Order Importance in order to desvelarmos the teachers think about themselves and the teachers to see how others characterize the teacher and a questionnaire with reflections about the teaching profession. The analyses of social representations about "teaching" enabled us to understand not only the elements that constitute, but also the way you identify and feel like your professional identity is perceived by the other. The results showed that the social representations of the "Teacher" feature as a possible core elements "love", "donation" and "dedication". On the other hand, we see a clear separation with them about what is "being a teacher for Another" for which participants bleeding cool is "crazy" and "win well". The analyses of this submission are presented and the limits of this study and suggestions for others are marked.
Descrição
Palavras-chave
Representação social, Identidade docente, Professor, Social representation, Identity