Peu de recherches existent sur la manière dont les gays et lesbiennes vivent leur homosexualité dans leur environnement professionnel. Le milieu associatif de défense des personnes LGBT s'intéresse de façon tout à fait légitime aux freins que peuvent constituer les cultures de travail homophobes pour la visibilité des gays et des lesbiennes. Loin de penser que la seule considération prise en compte par les individus concerne les potentielles réactions homophobes, cette thèse propose de re-situer leur choix au sen d'enjeux de nature divers et de logiques plus globales. La problématique soulevée est d'identifier ce qui, dans la manière dont l'individu gère son homosexualité au travail, relève de la structure de l'individu (notamment la place plus ou moins centrale de l'homosexualité dans l'identité globale) et ce qui relève des interactions (culture du milieu de travail). À partir d'une enquête par entretiens auprès de 53 hommes et femmes d'âges variés, et travaillant dans trois secteurs professionnels principaux (métiers de l'ordre, enseignements, médico-social), nous avons pu identifier les différentes articulations entre des logiques identitaires distinctes et différentes cultures de travail. Après avoir discerné comment les individus géraient leur homosexualité hors travail, nous avons vu les différents types de mobilisations venant des milieux professionnels et enfin, comment à partir de la logique identitaire poursuivie, ils agissaient dans le système de contrainte propre à leur environnement de travail. Cette approche permet d'éclairer des normes sous-jacentes et invisibles à l’œuvre dans les sphères professionnelles et donne des clés de compréhension sur la gestion d'autres identités "hors norme" dans le milieu de travail. / Few studies have been conducted on the handling of homosexuality by gays and lesbians within the working environment. The associations defending LGBT rights legitimately highlight the impact of homophobic working cultures on the visibility of gays and lesbians. Instead of using the apprehension of potential homophobic reactions as the sole explanatory factor, this thesis intends to place the choice of gays and lesbians within a wider series of issues and a more comprehensive logic. Regarding the way an individual handles their homosexuality at work, this thesis intends to identify what pertains to the individual's structure (and especially the place occupied by homosexuality in their global identity) and what pertains to the interactions (the working culture). From a series of interviews conducted with 53 men and women of diverse ages and working mainly in three professional sectors (forces of order, education, medical-social field), we could identify the different linkages between identity-related issues and working cultures. After studying how individuals handle their homosexuality outside of work, we studied the mobilizations of the professional environments. Finally, we studied how individuals act within the specific constraints of their working environment, based on their identity-related issues. This approach shed light on underlying and invisible norms existing in the professional worlds and gave the keys to understanding other « non-standard » identities in the professional environment.

Cette thèse porte sur l’étude du processus de façonnage de l’identité professionnelle (IP) de professeurs des écoles en formation initiale (PEFI). Usité dans des contextes institutionnels, professionnels et scientifiques, le concept d’IP revêt un caractère polysémique lui conférant toute sa complexité mais aussi tout son intérêt. Le discours institutionnel témoigne d’une préoccupation souvent réaffirmée mais, paradoxalement, d’une quasi-absence d’évocation explicite de l’IP. Au plan scientifique, la multiplicité des modèles théoriques qui définissent l’IP est à l’origine d’une ambiguïté sémantique la caractérisant. En s’inscrivant dans les théories culturalistes (Engeström, 1999 ; Leontiev, 1975 ; Vygotski, 1960), les postulats de la clinique de l’activité (Clot, 1999), de la psychodynamique du travail (Dejours, 1993) et de l’ergonomie (Wisner, 1995), cette thèse apporte un regard nouveau sur le concept d’IP, en l’appréhendant comme une activité de renormalisation des prescriptions reconnue par soi et par autrui. Menée avec six PEFI, la démarche clinique a permis la reconstitution de leurs itinéraires individuels ainsi que le repérage des caractéristiques communes au façonnage de leur IP. Les résultats mettent en exergue l’identification de quatre « bascules », correspondant aux passages par lesquels passent tous les PEFI dans le processus identitaire. Ces bascules rendent compte du caractère dynamique et singulier du façonnage de l’IP. Elles ont conduit à la construction de scénarios individuels du façonnage identitaire qui rompent avec les scénarios-types retrouvés dans nombre d’études. Des propositions pour penser la formation initiale en termes d’IP sont esquissées. / This thesis focuses on the study of the shaping process of the professional identity (PI) of preservice teachers (PT). Usual in institutional, professional and scientific contexts, the concept of PI is of a polysemous character, which gives it all its complexity and interest. The institutional discourse reflects an often reaffirmed concern about PI, but paradoxically, a virtual absence of explicit mention of it. From a scientific standpoint, the multiplicity of theoretical models that define the PI is at the origin of the semantic ambiguity characterizing it. By entering the culturalist theories (Engeström, 1999; Leontiev, 1975; Vygotsky, 1960), the postulates of clinical activity (Clot, 1999), of psychodynamics (Dejours, 1993) and of ergonomics (Wisner, 1995), this thesis provides a new perspective on the concept of PI, analyzing it as an activity to renormalize Prescriptions as recognized by oneself and by others. Conducted with six PT, the clinical approach allows the reconstruction of their individual routes and the identification of common characteristics in shaping their PI. Results highlight the identification of four turning points, corresponding to the steps common to all PT in the PI process. These turning points reflect the dynamic and unique shaping of the PI. They lead to the construction of scenarios shaping individual identity that break with the typical scenarios found in many studies. Proposals for rethinking initial training in terms of PI are outlined.

Made available in DSpace on 2016-03-22T17:27:15Z (GMT). No. of bitstreams: 1 eSilva.pdf: 1538000 bytes, checksum: 3d37f29319573b39019fe58ab0d38696 (MD5) Previous issue date: 2013-10-29 / This study aims at investigating the meanings of a group of university language learners when they discourse on in their professional training to become mother tongue Portuguese teachers. Having this objective in mind, students were asked to report on their mother tongue school learning and living experiences while at elementary and high school. Therefore, the focus of this study is on the meanings learners bring to their texts when asked to report on their learning experiences while at elementary and high school. The study departs from the principle that the professional training of a language teacher involves tensions between symbols and representations crystallized in the learners memories professional representations which are many times outdated, and which in terms of professional training still need to be implemented. These tensions are frequently intrinsically related to methodological issues, to the professional activities, to what to teach, in opposition to working and social conditions. However, these two last variables are also taking into account in the analysis and interpretation of the learners discourse. The linguistic analysis of the data is based on the principles of the Functional Systemic Linguistic Theory, or more precisely, on the ideational metafunction, according to Halliday (2004) and his collaborators. The semantic interpretative analysis is carried out according to the principles of the Critical Discourse Analysis based on Fairclough (1989, 1992, 1997, 2001, 2003 and 2010). It is also based on teacher identity studies. The representations of the learners of the teaching profession allow us to conclude that learners are not yet able to speak from the position of the teacher, in spite of having quite a clear perception of the professional responsibilities of the teacher in the classroom. Learners reproduce the university discourse to which they have been exposed to, as well as the content of the research reports related to Portuguese teaching that they read, and they still do not show the necessary appropriation of the theoretical discourse-principles which can generate the necessary professional changes. This leads to conclude that their professional training must include careful evaluation of their own educational and learning process, and that their comprehension-definition of teacher-learner will include a resignification of their pedagogical action / Esta pesquisa tem como objetivo geral a investigação dos significados construídos pelos estudantes de Letras, constituindo-se em práticas discursivas reveladoras de como compreendem e decodificam o contexto de sua escolarização no que se refere às aulas de português. Para dar conta de tal objetivo, o corpus desta pesquisa constitui-se de textos produzidos pelos estudantes de Letras a respeito das suas vivências nas aulas de Língua Portuguesa no período em que eram estudantes no Ensino Básico. Portanto, o foco do presente estudo está nos significados construídos pelos estudantes de Letras, partindo do princípio de que o momento de pré-estágio caracteriza-se por tensões entre símbolos e representações cristalizadas na memória que muitas vezes não servem mais , e um espaço ainda a ser preenchido daquilo que deveria ser. Essas tensões estão mais intrinsecamente relacionadas ao fazer do professor, às suas atividades, ao que ensinar, e menos às condições de trabalho e sociais, embora estas também perspassem os discursos que são o objeto de análise deste trabalho. A análise liguística dos textos está embasada na Linguística Sistêmico-Funcional, mais precisamente, na metafunção ideacional, segundo Halliday e colaboradores (2004). A análise semânticointerpretativa é realizada sob o ponto de vista da Análise Crítica do Discurso, consoante Fairclough (1989, 1992, 1997, 2001, 2003 e 2010), bem como dos estudos de identidade e docência. As representações construídas nos discursos dos graduandos permitem dizer que eles ainda não conseguem falar do lugar de professor, embora tenham clareza do papel do professor no processo de ensino e aprendizagem em sala de aula. Eles reproduzem o discurso vigente nas universidades e nas pesquisas sobre o ensino de Língua Portuguesa, não demonstrando apropriação de conhecimento teórico que sustente as propostas de mudança sugeridas. Dessa forma, fica evidenciada a necessidade de oportunizar um espaço maior para a reflexão e desenvolvimento de práticas de ensino que possam dar um embasamento maior na formação inicial dos professores

Made available in DSpace on 2016-04-04T18:32:51Z (GMT). No. of bitstreams: 1 Luciana Teston Sivalle.pdf: 784557 bytes, checksum: 615ad91b9af24e7dfe60a4c72eeb61f9 (MD5) Previous issue date: 2009-02-05 / Research about Educational Memorials presented as a paper for completion of the Course of Pedagogy of the Special Program for Training Teachers in Practice (PROESF), a partnership of the region of Campinas and the State University of Campinas (UNICAMP) to assist in charge teachers without higher education degree, in a proposal of emancipatory education. We present a brief contextualization of teacher education, the Program of PROESF, Memory as a resource in the re-signification through Educational Memorials, and an analysis of a sample of 24 memorials produced by students in 2007, bringing their autobiographical narratives to academic discussion, approaching everyday knowledge and teacher s knowledge, in order to recuperate the paths of constitution of teachers professional identity. / Pesquisa sobre Memoriais de Forma??o apresentados como trabalho de conclus?o do Curso de Pedagogia do Programa Especial para Forma??o de Professores em Exerc?cio (PROESF), uma parceria dos Munic?pios da Regi?o de Campinas com a Universidade Estadual de Campinas (UNICAMP) para atender professores em exerc?cio sem forma??o superior, numa proposta de educa??o emancipat?ria. Apresenta breve contextualiza??o da forma??o de professores, o Programa do PROESF, a Mem?ria como recurso na resignifica??o atrav?s de Memoriais de Forma??o, e an?lise de uma amostra de 24 Memoriais de Forma??o produzidos por alunas formandas de 2007, trazendo para discuss?o acad?mica suas narrativas autobiogr?ficas, abordando os saberes do cotidiano e os saberes de professor, numa perspectiva de resgatar os caminhos de constitui??o da identidade profissional do professor.

Este estudo investigou as representações sociais (RS) de escola e ser professor de licenciandos em Química. Por meio do discurso desses licenciandos, também buscou-se identificar as representações/atribuições de \"outros significativos\" e de \"outros generalizados\", compreendendo se as representações identificadas se refletiam em suas constituições identitárias. Foram realizadas entrevistas semi-estruturadas com quatro alunos de Licenciatura em Química de uma universidade estadual paulista, egressos de escolas públicas. Os dados foram interpretados por meio do diálogo entre duas teorias: a das representações sociais, na perspectiva de Serge Moscovici, e a da identidade profissional de Claude Dubar. As técnicas de análise foram inspiradas na Análise de Conteúdo proposta por Bardin, sendo criadas três categorias subdivididas, quando necessário, em subcategorias. Como resultados, foi possível depreender que o compartilhar da RS acerca de um objeto não implica, necessariamente, em modos singulares de atuação. Embora os jovens compartilhem uma RS de que o professor atuante no sistema público de ensino possui uma formação deficiente, agem de modo antagônico perante tal representação: enquanto uns manifestam o desejo pela atuação nesse sistema de ensino, outros não vislumbram essa possibilidade. Atuar como professor na rede pública de ensino básico pode implicar, para alguns sujeitos, assumir essa atribuição quanto à baixa qualidade enquanto, para outros, vincula-se à possibilidade de atuar de modo oposto àquele retratado nessa RS. A RS sobre a escola também se configurou como fonte de crises identitárias para esses jovens: a dificuldade em acompanhar os demais estudantes, ao migrar para uma escola privada; a reprovação no exame vestibular e a dificuldade em acompanhar o curso após sua aprovação no referido exame fizeram com que sentimentos como valorização e reconhecimento que os acompanharam durante sua escolarização, fundamentais para a construção identitária, fossem questionados, abalando a confiança na escola e em si. Por sua vez, na análise das atribuições dos outros, constatou-se, em relação aos \"outros significativos\", que suas escolhas profissionais não foram plenamente acolhidas por seus familiares; percebem um não acolhimento na universidade, devido à desvalorização do curso de Licenciatura e à falta de cuidado quanto aos diferentes perfis de alunos que compõem a universidade, em especial, por serem egressos do sistema público de ensino básico. Esses jovens sentem-se excluídos, especialmente pela dificuldade em acompanhar o curso. Já em relação aos \"outros generalizados\", sentem expectativas que destoam da RS que esse grupo construiu sobre a docência. Por fim, a análise das RS acerca de professor nos permite inferir que ser professor para esse grupo social relaciona-se à realização pessoal, intrinsecamente ligada à motivação, à autonomia, à inovação, ao afeto para com os estudantes e à necessidade de escutá-los. Os relatos que compuseram os dados deste estudo nos auxiliam a compreender o papel do olhar do outro na constituição identitária. É por meio de tal olhar que o sujeito pode também se reconhecer. Esperamos que o presente estudo possa contribuir para a ressignificação da formação docente, considerando-a enquanto construção diacrônica, permeada pelo contexto social, pela atribuição dos outros - sejam eles significativos ou generalizados - e pelas representações sociais dos atores envolvidos no processo. / This study focuses on perceive if the social representations (SR) concerning school and to be a teacher of students enrolled in a Chemistry teacher initial training course influence the constitution of their identity two main objectives. In this sense, one of the main objectives of this work is to unveil these SR; the second goal is to identify the representations / attributions of the \"significant others\" and the \"generalized others\" from the analysis of the interviews made with these subjects. Semi-structured interviews were conducted with four students of the University of São Paulo, a State university settled at São Paulo city (Brazil). All of them are attending a Chemistry teacher initial training course, and came from public High Schools. The dialogue between the social representations theory, in the Serge Moscovici´s perspective, and the one proposed by Claude Dubar refering to professional identity conducted the data analysis. The analysis was inspired by the Content Analysis techniques as proposed by Bardin, leading to three categories, subdivided, if it is the case, into subcategories. The findings show that the sharing of a SR regarding an social object does not necessarily implies in similar modes of action. These students share the SR that about the teachers acting in the governmental Basic Education system (compulsory school period; in Brazil it comprises primary school, lower secondary education, and high school period, totalizing 12 years) have a poor training to be professionals. Nevertheless, the subjects investigated in this work have different perspectives of action deriving from this shared RS. While some of them intend to work in the public basic schools, the other ones do not divise this possibility. For some individuals, to teach in the basic school public system might imply, to accept the low quality attribution while, for others, this action can favour an opposite intervention in relation to what is portrayed in this SR. The SR about school also became a source of identity crises for these young people: the difficulty to have the same performance of other students when migrating to a private school; the failure in the selection admission exams to the university; and the difficulty in following the undergraduate course after their approval in the said examination transform the feelings fundamental for the construction of their identity, like appreciation and recognition, that accompanied them during their basic schooling, were deeply questioned, fracturing their confidence in the basic school and in themselves. On the other hand, in the analysis of the attributions of the others it was verified, in relation to the \"significant others\", that their professional choices were not fully accepted by their relatives; they perceive a lack of acceptance even in the university context due to the teacher training undergraduate course underestimation and the fact that there are not enough attention to the undergraduate students´ profiles huge differences due mainly to the failure of the Brazilian public basic education system from which they came p. These students feel excluded, especially due to the difficulties to follow the undergraduate course. In relation to the \"generalized others\", they feel expectations that differ from the SR that this group built regarding teaching. Finally, the analysis of these students´ SR concerning to be a teacher allows to conclude that for this social group to be a professor relates to personal fulfillment, intrinsically connected to motivation, autonomy, innovation, affection regarding students and to the need to listen to them. The findings that constitute t this study data permit to understand the role exerted by the other\'s look on the identity constitution. It is through such a look that the subject can also recognize himself. We hope that the present study may contribute to a resignification of the initial teacher training, considering it as a diachronic construction, permeated by the social context, by the attribution of the others - whether significant or generalized - and by the social representations.

Denna studie undersöker hur svenska universitet argumenterar för sina respektive medie- och kommunikationsvetenskapliga utbildningar, liksom vilken bild universiteten ger av kommunikatörsyrket utifrån detta. Mer specifikt studeras argumentationen och de retoriska resurserna i programbeskrivningarna på två olika universitets webbplatser. Syftet med studien är att undersöka och redogöra för de två valda universitetens sätt att uttrycka sig om kommunikatörsyrket - detta för att identifiera eventuella likheter och skillnader som kan påverka kommunikatörers yrkesidentitet. För att göra detta använder vi oss av kvalitativ textanalys och analyserar webbtexterna retoriskt. På så sätt kan vi bryta ner texten och hitta underliggande budskap. De teorier som används i studien rör yrkesidentitet och tillhörighet. Resultatet visar att de två valda universiteten har olika fokus i sina texter - det ena med huvudfokus på att den som utbildar sig till kommunikatör kan förändra världen och det andra med huvudfokus att den som utbildar sig till kommunikatör kan få jobb i en växande bransch. / The intention of the following study is to examine how Swedish universities supply potential students with information about their media and communication program. Furthermore, we are interested in how the universities describe the career opportunities that these programs give access to. More specifically, we study two different universities and their use of rhetorical resources to attract students. The purpose of the study is to bring attention to how universities express themselves regarding the role of the communicator. The aim is to identify differences and similarities in the descriptions of the role as a communicator, and how they may cause a shattered picture of the profession– which is the struggle this study is based on. We use a qualitative text analysis and analyse the web texts with rhetorical terms. By doing this, we are able to find underlying messages in the texts. The theories we use concern professional identity and belonging. Conclusions from this study shows that the two examined universities supply the student with different perspectives. One of them can be shortly described as “study media and communication – change the world”, while the other one highlights “study media and communication – become employed”.

Cette étude a pour objectif de mieux comprendre comment les professeurs des écoles débutants apprennent leur métier sous l’influence de la prescription de l’Institut de Formation et de l’employeur (Éducation nationale) au cours de l’année de formation initiale post-concours. L’activité enseignante est envisagée comme un travail. Cette approche utilise le paradigme épistémologique de la psychologie ergonomique qui permet d’inférer la signification de l’activité du sujet lorsqu’il est soumis à l’influence de la prescription. Cette interprétation peut se faire à partir de ce que ce dernier déclare de son activité. Pour réaliser cette étude, une cohorte de quinze PE2 a été suivie tout au long de l’année scolaire 2005-2006. Ces PE2 ont participé individuellement ou collectivement à une dizaine d’entretiens qui ont été enregistrés. La narration et l’analyse des déclarations de ces débutants a permis de mettre à jour les nombreuses articulations qui s’opèrent entre la réception d’informations, l’élaboration des conceptions et le sentiment d’acquisition des compétences issues de l’expérience de l’action. L’analyse de ce corpus montre que le développement des enseignants débutants est influencé par un double processus de pragmatisation et d’idéalisation des prescriptions de l’employeur et de l’Institut de Formation. Selon les modalités de cette double influence, les parcours des débutants divergent. En effet, ces prescriptions que tous jugent idéales, sont retenues par certains PE2 pour entreprendre un travail de généralisation de leur expérience par catégorisation des situations rencontrées lors des stages. Ainsi construisent-ils progressivement une représentation opératoire de la tâche d’enseignement. D’autres PE2, au contraire, juxtaposent, au moins provisoirement, leurs différentes expériences pour se satisfaire d’une prescription spécifique aux différentes situations d’enseignement rencontrées et ainsi construire une représentation pragmatique de la tâche d’enseignement / The aim of this study is to gain a better understanding of how trainee teachers are influenced by the prescriptions of their employing Ministry and their training institute during the first year of their teacher training. Teacher activity is considered as work. This approach uses the epistemological paradigm of ergonomic psychology which allows us to infer the meaning of the subject’s activity when he/she is under the influence of prescription. This interpretation can be established from what the subject states about his/her activity. In order to carry out this study, a cohort of 15 trainees was monitored throughout the 2005-2006 school year. These trainees took part -either individually or collectively - in about 10 interviews which were recorded. The way they talked about and analysed their training enabled us to pinpoint the numerous connections they establish between the information they receive, the beliefs they develop, and the competencies they consider they have acquired as a result of working in the classroom.By analysing this corpus, we were able to show that the professional development of newly-qualified teachers is influenced both by a process of pragmatization and by a process of idealization of the prescriptions coming from their ministry and from their training institute. The way these trainees progress depends on the varying impact of these two influences. The prescriptions, which all of them judge to be ideal, are retained by some PE2 in order to categorize the situations they encounter during their placements. Thus, they gradually build up an operational representation of the teacher’s task. However others reduce/limit these prescriptions, at least for a while, making do with a prescription which is specific to each different situation they encounter, so that they construct a pragmatic representation of the teacher’s task

Made available in DSpace on 2016-04-29T13:31:05Z (GMT). No. of bitstreams: 1 Edna Barbosa da Silva.pdf: 530065 bytes, checksum: 9ed8fa802678c2bcac08ef7a6b0a8551 (MD5) Previous issue date: 2013-07-24 / It is a research that involves individuals immersed in the Firefighters Corp s military environment who demonstrate saving lives as the main task. Knowing the processes involving the professional choice of the military firefighters and understanding how the firefighter character is built considering the continuous exposure to human suffering were the goals established for the development of this research which had as a main stage the 17th Mogi das Cruzes City Firefighter s Brigade of the São Paulo State. Through the qualitative approach with the analysis of the data obtained from the interviews made, it was possible to understand which elements are present in the moment of the professional choice and the resources used by these individuals in the construction of the firefighter character. The training undertaken and the socialization that takes place among them were the main factor identified in the process of the professional identity construction / Trata-se de uma pesquisa envolvendo indivíduos enseridos no universo militar da Corporação de Bombeiros de São Paulo que apresentam como atividade principal salvar vidas . Conhecer os processos que envolvem a escolha profissional dos bombeiros militares e compreender como ocorre a construção do personagem bombeiro considerando a contínua exposição ao sofrimento humano, foram os objetivos criados para a realização dessa pesquisa, que teve como palco principal o 17º Grupamento de Bombeiros do Município de Mogi das Cruzes do Estado de São Paulo. Através de uma abordagem qualitativa om a análise de conteúdo das entrevistas realizadas foi possível compreender quais elementos estão presentes no momento da escolha profissional e os recursos utilizados por esses indivíduos na construção do personagem bombeiro. A formação recebida e a socialização ocorrida entre eles foi o principal fator identificado no processo de construção dessa identidade profissional

A tese que aqui se encontra tem como objetivo inicial registrar a experiência histórica do Programa de Formação Inicial dos Profissionais da Educação Básica (Profuncionário), que integra a política de valorização profissional dos funcionários de escola. A formação, em nível médio, ofertada pelo Profuncionário, propõe-se a contribuir na reconstrução da identidade profissional da categoria como profissionais da educação. Como a política de formação é voltada para funcionários em efetivo exercício de suas funções, argumenta-se que a mesma deve ser pensada como formação em serviço e que a reconstrução da identidade profissional acontece a partir de práticas formativas em situação de trabalho. Nesse sentido, um segundo objetivo se coloca, qual seja, o de analisar o processo de reconstrução da identidade dos funcionários a partir da formação em serviço. O conceito de “dupla antecipação” da ergologia, elaborado por Yves Schwartz, segundo o qual a atividade humana é antecipada por normas sociais e por normas de vida, fundamenta a perspectiva teórico-metodológica pela qual se aborda o tema e se pressupõe que a reconstrução da identidade profissional, a partir da formação em serviço, acontece no encontro e no confronto dessas normas, na relação que os profissionais experimentam entre a identidade concebida institucionalmente e a identidade construída na experiência no trabalho. Como o tema da identidade profissional não é discutido no campo conceitual da ergologia, foi preciso introduzi-lo ali, colocando a ergologia em diálogo com a sociologia das profissões, especialmente aquela construída por Claude Dubar. Na sociologia de Dubar, a identidade social é entendida como resultante de um processo de identificação no qual são articuladas duas transações, uma biográfica (subjetiva) e outra relacional (do sujeito com as instituições), o que permitiu a aproximação conceitual entre os dois campos do saber. Além do diálogo com Schwartz e Dubar, procurou-se dialogar, também, com quem teve experiência da formação em situação de trabalho, isto é, com duas profissionais da alimentação escolar que trabalham juntas e que concluíram o Curso Técnico em Alimentação Escolar. O diálogo com as últimas foi construído por meio de entrevistas individuais semiestruturadas nas quais se abriu espaço para a narrativa biográfica, e de entrevistas coletivas orientandas pelo conceito de “encontros sobre trabalho” da abordagem ergológica, além de observações in loco da rotina de trabalho das interlocutoras. A partir dessa abordagem, chegou-se à noção de que a identidade profissional se reconstrói em situação de trabalho na medida em que, para exercer a profissão, as trabalhadoras precisam fazer escolhas sobre seu próprio fazer e, assim, são levadas a renormalizar as normas antecedentes. No diálogo com as interlocutoras da pesquisa, pode-se aprender que a reconstrução da identidade profissional a partir da formação em serviço acontece pelo modo como as trabalhadoras se relacionam com as normas antecedentes transmitidas pelas práticas formativas em situação de trabalho, sejam as normas relativas a saberes, métodos, competências ou valores, enfim, atributos institucionalizados da profissão, pois, em situação de trabalho, essas normas ganham vida no sentido de que outros saberes, outros métodos, outras competências, outros valores são criados na atividade das profissionais na escola. / The Thesis presented here has as its initial objective to record the historical experience of the Initial Training Program for Basic Education Professionals (Profuncionário). This Program integrates the policy of professional promotion of school workers. The medium-level education offered by Profuncionário aims to contribute to the reconstruction of the professional identity of the category as professionals of education. As this formative policy is aimed at workers in the effective exercise of their functions, it is argued that it should be thought of as in-service training and that the reconstruction of the professional identity takes place through educative practices in a work situation. In this sense, a second objective arises, that is, to analyze the process of the reconstruction of the workers identity from the in-service training. The concept of "double anticipation" of ergology elaborated by Yves Schwartz, according to which human activity is anticipated by social norms and norms of life, underpins the theoreticalmethodological perspective by which the subject is approached. It is assumed that the reconstruction of the professional identity, from the in-service training, happens in the encounter and the confrontation, in the relationship that the professionals experience between the identity conceived institutionally and the identity constructed in the experience of work. As the theme of professional identity is not discussed in the conceptual field of ergology, it has been necessary to introduce it, placing ergology in dialogue with the sociology of professions, especially that built by Claude Dubar. In Dubar's sociology, social identity is understood as resulting from a process of identification in which two transactions are articulated, one biographical (subjective) and the other relational (from the subject to the institutions), which allowed the conceptual approximation between the two fields of study. In addition to the dialogue with Schwartz and Dubar, a dialogue was also sought with those who had experience of education in work situation, that is, with two school nutrition professionals who work together and who completed the Technical Course in School Feeding. The dialogue with the latter was constructed through semi-structured individual interviews in which biographical narrative was used, and collective interviews guided by the concept of "meetings about the work" of the ergological approach, as well as in-situ observations of the work routine of the interlocutors. Based on this approach, the notion was reached that professional identity is being reconstructed in a work situation because, in order to exercise the profession, the workers have to make choices about their own doing and thus are led to renormalize the preceding norms. In the dialogue with the research interlocutors, it can be learned that the reconstruction of the professional identity from the in-service education takes place by the way in which the workers relate to the antecedent norms transmitted by the formative practices in work situation – norms related to knowledge, methods, competencies or values -, that is, the institutionalized attributes of the profession. In a situation of work, these norms come alive in the sense that other knowledge, other methods, other competences and other values are created in the activity of the professionals in the school.

O presente trabalho busca compreender como os processos de socialização contribuem para a formação das identidades profissionais docentes dos professores de Ciências egressos do curso de Licenciatura em Ciências da Natureza da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo EACH/USP. O principal referencial teórico que sustenta a pesquisa é constituído por Claude Dubar, que conceitua e fundamenta a construção das identidades sociais e profissionais. Além disso, o trabalho faz uma abordagem sobre a questão das identidades sob a perspectiva dos Estudos Culturais e das discussões suscitadas por alguns de seus teóricos como Stuart Hall e Néstor García Canclini. Para responder a pergunta de pesquisa, foram realizadas entrevistas semiestruturadas com professores de Ciências iniciantes, egressos do curso de Licenciatura em Ciências da Natureza da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo. No que confere à análise dos dados utilizou-se uma metodologia qualitativo-interpretativa de pesquisa tendo como principal referencial metodológico as contribuições da História Oral e da Análise de Narrativas. Os resultados mostram que a construção das identidades profissionais docentes é um processo permeado por uma ampla teia de identidades herdadas e visadas e por tensões e rupturas entre os grupos de referência de origem e os grupos nos quais os professores pretendem se inserir em sua vida profissional. Na escolha pela profissão, parece haver um predomínio de identidades herdadas de gerações anteriores, e uma ruptura com o grupo de origem, enquanto que para permanecer no curso e na profissão docente, os professores utilizam algumas estratégias identitárias vinculadas com o reconhecimento desse grupo de origem. Os estágios obrigatórios parecem ter sido um elemento crucial na hora de decidir pela permanência na profissão docente. Quanto à inserção no mercado de trabalho, parece haver tensões entre os professores novos e sua cultura, por um lado, e os professores mais antigos e a cultura institucional, pelo outro. Os resultados nos conduzem a pensar que, nos processos de formação docente é importante incluir oportunidades de reflexão e de trabalho sobre os processos de socialização, para que o início na carreira e a permanência se tornem o menos problemático possível / This study aims to understand how the socialization processes influence on the construction of professional identities of science teachers who have studied the Natural Sciences Teaching Major at School of Arts, Sciences and Humanities of the University of São Paulo - EACH / USP. The main theoretical framework that supports the research is the socialization theory of Claude Dubar, who conceptualized the construction of social and professional identities starting from socialization processes. Moreover, the work is an approach to the issue of identity from the perspective of Cultural Studies and discussions raised by some of its theoreticians such as Stuart Hall. To answer the research question, semi-structured interviews with beginners Science teachers which have studied the Natural Science Teaching Major at EACH-USP were conducted. Regarding to the data analysis, it was used a qualitative-interpretive research methodology, being the narrative analysis the main methodological approach. The results show that the construction of professional teachers\' identities is a permeate process by a wide web of inherited and target identities and tensions and ruptures between the source reference groups and groups in which teachers plan to insert into your professional life. In choosing the profession, seems to be a predominance of inherited from previous generations identities, and a break from the original group, while to stay the course and the teaching profession, teachers use some identity strategies linked with the recognition of this source group. Required stages appear to have been a crucial factor in deciding the stay in the teaching profession. As for the inclusion in the labor market, there seems to be tension between new teachers and their culture, on the one hand, and the older teachers and the institutional culture, on the other. The results lead us to think that the teacher training process is important to include opportunities for reflection and work on the processes of socialization, so that the early career to become the least problematic possible