Made available in DSpace on 2014-08-20T13:47:57Z (GMT). No. of bitstreams: 1 Regiana Blank Wille_Tese.pdf: 1296272 bytes, checksum: 73f1e7a4c55980a02d8b854c46abbd55 (MD5) Previous issue date: 2013-06-11 / This research had the objective of investigating how the professional identity of a music educator is built in the public schools in Pelotas/RS. The results found in this research contribute to clarify the various dimensions of the professional performance of a music educator in elementary schools in the southern region of the state, taking into account life experiences lived in a social and cultural context that constantly changes. A qualitative approach was used in this research as well as semi-structured interviews to collect the data analyzed. The empirical field was the public schools run by the city of Pelotas and ten active music teachers and music educator took part in this study. The theoretical basis for the analysis were Dubar s (2005) view about professional identities, Nóvoa (1995, 1999) and Marcelo (2009) and some others that consider identities as something dynamic and complex. These authors could compose along with the objectives of this research a dialog with the teachers talks. The teachers could talk about who they are, what they think they are, and what they would like to be. Firstly, it is presented the trajectories of the ten teachers and some connections with professional, social and personal identities are done, highlighting their education, training and work experience. Further, the teachers professional identity is defined, as well as their performance in elementary schools, practice and relationships. It is important to highlight that Teachers professional identities are built throughout the time and involve different kinds of knowledge, different emotional aspects and other dimension that go beyond the school as family and society. It evidences the influence and role of collective and institutional dimensions as constituent elements of professional identities. Among the results found it is important to emphasize that the construction of teachers professional identities is permeated by various processes of teachers transformation, either through everyday experiences, decisions they make or not, their practices, or their professional and personal life continuities and discontinuities. Each person uses what he/she has learned, different knowledge in different ways, and this is originated from facts, decisions and situations faced that happened in different space of life. The professional identities are built from the social meaning of the profession, and thus, the professional identity is one of the identities of these authors (teachers), a part of the plurality of life. The dynamic feature of the construction of teachers identity group teachers, make them alike, but multiple in terms of diversity, where each musical educator compose themselves different from the others. / Esta pesquisa teve como objetivo investigar de que forma se constitui a identidade profissional do educador musical nas escolas municipais de Pelotas/RS. Sua realização justifica-se na medida em que seus resultados contribuem para clarear as diversas dimensões da atuação profissional do educador musical na escola básica da região sul do estado, considerando as vivências e reflexões vividas num contexto social e cultural constantemente alterado. Para a sua realização, foi utilizada uma abordagem qualitativa e a coleta de dados feita através de entrevistas semiestruturadas. O campo empírico foram escolas públicas municipais de Pelotas, onde foi dada voz a dez professores atuantes de música. As bases teóricas para a análise foram a visão de Dubar (2005) sobre as identidades profissionais, bem como de autores como Nóvoa (1995, 1999) e Marcelo (2009), entre outros, que consideram as identidades enquanto móveis e complexas. Esses autores puderam compor, juntamente com os objetivos do trabalho, um diálogo lado a lado com as falas dos professores, os quais, através das suas narrativas, puderam contar sobre o que são, o que pensam ser ou ainda gostariam de ser. Primeiramente, são trazidas as trajetórias dos professores, entremeando-as com as identidades profissionais, sociais e pessoais, destacando a formação e inserção profissional dos docentes. Mais adiante, é especificada a identidade profissional docente, as atuações dos professores na escola básica, suas práticas, concepções e relacionamentos. Destaca-se, então, que as identidades profissionais docentes são construídas ao longo do tempo e permeadas pelos diferentes saberes dos professores, pelos aspectos emocionais e por outras dimensões além da escola, como a família e a sociedade. São evidenciados, ainda, a influência e o papel das dimensões coletivas e institucionais como elementos constituintes das identidades profissionais. Entre estes resultados, é importante destacar que a construção das identidades profissionais docentes é permeada de vários processos pelos quais os professores vêm-se transformando, seja através das experiências cotidianas, das decisões que tomam ou não, das práticas realizadas, das continuidades ou descontinuidades da vida profissional e pessoal. Cada um utiliza o que aprendeu, seus conhecimentos e saberes de formas diferentes. Isso ocorre a partir dos acontecimentos, das decisões e situações enfrentadas e todos estes sempre cruzados com os vários espaços da vida. Essas construções da identidade profissional não pressupõem apenas um acúmulo de experiências, como se tudo fosse sobreposto, mas são adaptações necessárias, tanto das vivências quanto dos próprios espaços onde estas ocorrem. As identidades profissionais são construídas a partir da significação social da profissão. Assim, a identidade profissional é uma das identidades destes atores, atravessada por pluralidades que perpassam a vida. O caráter dinâmico que envolve essa construção da identidade profissional docente agrega-os e torna-os semelhantes, mas múltiplos de diversidades, onde cada educador musical se compõe diferente do outro.

Made available in DSpace on 2014-08-20T13:48:28Z (GMT). No. of bitstreams: 1 Cintia_Silva_Vasconcelos_Neves_Dissertacao.pdf: 561589 bytes, checksum: bf85a52579805375d23a6060a86d4b49 (MD5) Previous issue date: 2011-07-08 / This study attempted to understand issues about Supervised Curricular Internship (SCI) and teacher professional identity (TPI), in the teacher training process. The landmark question of this research was to understand which are the possible influences of regency class held in Supervised Curricular Internship for the construction of teacher professional identity of students in the Faculty of Pedagogy of Federal University of Rio Grande - FURG. The pathway trodden by this research chose methodological paths that opted for a qualitative research, which collected data through semi-structured interviews involving six people, of two classes, in the fourth year of the course in question, of both shifts: morning and night. Through analysis and interpretation of data it was possible realize that the initial formation attended the National Curriculum Guidelines, though having gaps in their curriculum setting and it was through this training process that trainees come to the stage of regency of class of the SCI and, after this period could recognized themselves as teachers, showing that the activities and responsibilities in assume the front of a class are manifested in contributions that the regency of class provides for the construction of TPI / Este trabalho buscou compreender questões acerca do Estágio Curricular Supervisionado (ECS) e da Identidade Profissional (IP) de Professor, no processo de formação dos professores. A questão balizadora dessa pesquisa consistiu em entender quais as possíveis influências da regência de classe realizada no Estágio Curricular Supervisionado para a construção da Identidade Profissional de professor dos alunos do curso de Pedagogia da Universidade Federal do Rio Grande FURG. O percurso trilhado por essa investigação escolheu caminhos metodológicos que optaram por uma pesquisa de abordagem qualitativa, a qual coletou dados por meio de entrevista semiestruturada envolvendo seis colaboradoras de duas turmas do quarto ano do curso referido, do turno da manhã e da noite. Por meio da análise e interpretação dos dados foi possível perceber que, a formação inicial atendeu às Diretrizes Curriculares Nacionais, embora apresentasse lacunas em sua configuração curricular e foi através desse processo formativo que as estagiárias chegaram à etapa da regência de classe do ECS e, após esse período conseguiram se reconhecer como professoras, evidenciando que as atividades e as responsabilidades em assumir a frente de uma turma manifestam-se em contribuições que a regência de classe oferece para a construção da IP de professor

My scientific essay is about how I as a recreational activities teacher deals with failure in my profession and how that approach affects the students. I takes its starting point in a self-perceived tale where I act as recess monitor. Suddenly I realize that a colleague and I are the only ones outside during recess with hundreds of students. The students will meet an educator who is unconcerned, stressed and irritable instead of the engaged recess monitor they are used to. I feel like a failure in my mission as a recess monitor and begins to question my professional identity. I try to find someone to blame but realize that the feeling of failure also depends on that I have a hard time accepting my own lack of skills. My questions at issue are, how can a recreational teacher relate to failure in the profession? And, how are the students affected by the pedagogue’s approach to failure? The method I have used is scientific essay form which has given me the opportunity to deepen my reflections connected to literature by philosophers and scientists within the educational area. I also use the governing documents which decides how I should exercise my profession. These are Curriculum for the compulsory school, preschool class and the recreation centre 2011, The General advice for the recreation center and The Education Act. I have based on the reflections investigated how I could have behaved different, how my behavior affected the students and how the recreational teacher is able to develop through failure. I have examined my question at issue in dialogue with theories and reached a conclusion how to work with failure can proceed from the maturity theory, symbolic interactionism, differentiation of self and deontological ethics.

Abstract This doctoral thesis discusses the creation of professional identity of education developers working in the crossroads of administration and school development work. The subjects of the study work as class or subject teachers, and as education developers in Support Services at the Department of Education. The study also examines the impacts of a peer mentoring group based on narrative and action based methods on the creation of professional identity. The theoretical and methodological basis of this study is narrative. The goal, challenge and learning narratives identified were then analysed using content analysis. The creation of developer identity is seen as a series of reflecting and processing events that challenge one’s identity. Professional identity is examined as being created through a narrative, and the research data has been created through narration. Challenges emerge at the crossroads of administration and school – in the arena of interaction. Managing these challenges is described as evolution in knowledge, skills and operating methods as well as beliefs, attitudes and feelings. The learning stories created in the reflection process describe change, which is required for managing challenging situations. The goal narratives emphasise expertise, the power to influence and being a peer. The education developers describe themselves as walking alongside teachers, as peers. Three developer identities were recognised in the education developers’ narratives: the critical developer, the flexible developer and the self-developer. The critical developer is motivated by being competent in an expert position. The flexible developer feels that being a teacher is an integral part of the identity of an education developer. The work is about expressing oneself. The self-developer’s identity includes the aspect of enhancing one’s own expertise. She or he has an optimistic attitude towards the changes of the job. Using the peer mentoring group to support the development of professional identity required trust amongst the group members to enable them to share critical events that challenge one’s identity in the group. This study is an important and topical address to the dialogue on the ways to support the professional growth and career development of teachers as well as the development of continuous education. / Tiivistelmä Väitöskirjassa tarkastellaan opetustoimen kehittäjäopettajan identiteetin rakentumista opetustoimen hallinnon ja koulujen kehittämistyön tukemisen välimaastossa. Tutkimuksen kehittäjäopettajat toimivat kouluillaan luokan- tai aineenopettajina ja koko opetustoimessa kehittäjäopettajina. Tutkimuksessa selvitetään myös, mikä merkitys kerrontaan ja toiminnallisiin menetelmiin perustuvalla vertaismentorointiryhmällä on identiteetin rakentumisessa. Tutkimuksen teoreettisena ja metodologisena lähtökohtana on kerronta. Luennassa tunnistettua tavoite-, haaste- ja oppimiskerrontaa on analysoitu sisällöllisesti. Kehittäjäidentiteetin rakentumisessa on tärkeällä sijalla identiteettiä haastavien tapahtumien reflektointi. Ammatillinen identiteetti nähdään kerronnan kautta rakentuvana, ja tutkimusaineisto on syntynyt kerronnassa. Haasteita syntyy hallinnon ja koulun välimaastossa, vuorovaikutusareenalla. Haasteista selviäminen kerrotaan muutoksena tiedoissa, taidoissa ja toimintatavoissa sekä uskomuksissa, asenteissa ja tunteissa. Reflektoinnissa syntyvät oppimiskertomukset kuvaavat muutosta, jota haastavista tilanteista selviäminen edellyttää. Tavoitekerronnassa korostuvat asiantuntijuus, vaikuttaminen ja vertaisuus. Kehittäjäopettajat kuvaavat itseään opettajan rinnalla kulkijoina ja vertaisina. Kerronnasta tunnistetaan kolme kehittäjäidentiteettiä: kriittinen, joustava ja itsensä kehittäjä. Joustavalle kehittäjälle opettajuus on kiinteä osa kehittäjäopettajan identiteettiä ja kehittäjän työ itsensä toteuttamista. Kriittistä kehittäjää motivoi päteminen asiantuntijatehtävissä. Itsensä kehittäjän identiteettiin liittyy oman asiantuntijuuden vahvistaminen, optimistinen suhtautuminen muutoksiin ja oman urapolun suunnittelu. Vertaismentorointiryhmän toimiminen ammatillisen identiteetin rakentumisen tukena edellyttää luottamuksen syntymistä, jotta kriittisiä, identiteettiä haastavia tapahtumia pystytään jakamaan ryhmässä. Tutkimus on tärkeä ja ajankohtainen puheenvuoro keskusteltaessa opettajien ammatillisen kasvun ja urakehityksen tukemisen keinoista sekä täydennyskoulutuksen kehittämisestä.

This is a qualitative study which draws on the interpretivist tradition to research the processes by which Chartered Accountant (CA) students begin to develop their sense of professional identity. The thesis draws upon recent research on identity in early professional learning, in particular the aspects of becoming and belonging through which people enter into a community of practice. The purpose of the research is to understand the developing professional identity of students of the Institute of Chartered Accountants of Scotland (CA Students). In order to develop this understanding, data gathered at a number of focus groups at which CA Students were the participants, have been analysed. The transcripts from these focus groups are the primary source of data. This was analysed thematically and metaphorically in order to explore the senses that CA Students were making of their own entry into the accountancy profession. The analysis was used inductively to produce a resulting theory which has developed as a Professional Identity Map of the CA Student (PIMCAS). It elaborates the processes that impact on the developing professional identity of the CA Student. The findings of the research illuminate the processes by which CA Students become and belong, in particular marking the influence of the Training Firm and the Individual Values of the CA Student. The notions of becoming and belonging underpin the stories the CA Students tell of how they understand their developing professional identity. The practical implication of the results of this research for the future training of CAs is finally explored.

Cette recherche considère à la fois l'intérêt de recourir aux concepts psychanalytiques pour traiter la question du choix d'orientation professionnelle, et l'intérêt pour la psychanalyse de s'emparer de ce sujet inhérent à l'entrée dans le champ social de l'adolescent, à la position subjective dans sa relation aux autres, et à la place accordée au travail. L'appréhension du choix dans sa dimension inconsciente rend compte de la complexité de cette notion, ne pouvant laisser concevoir le choix d'orientation professionnelle comme simple effet d'une causalité psychique d'un désir inconscient prédéterminant. Le choix est alors envisagé à travers ce qu'il suscite et nécessite pour pouvoir être émis. Dans un second temps, l'enjeu du travail est exploré en perspective avec la constitution du lien social à travers l'intégration du désir, mais aussi de son interdit, du poids des supports identificatoires ou encore de la position sexuée. Le travail se révèle indissociable de ses contradictions avec le désir. De ce fait le choix d'orientation professionnelle ne doit pas être seulement conçu comme la recherche d'une voie d'accès à son désir, mais comme une confrontation à l'aliénation à l'Autre. Le recours à la notion lacanienne de sinthome, permet enfin de dépasser les paradoxes laissés par une approche du choix d'orientation professionnelle comme l'expression d'une métaphorisation du désir. L'analyse de situations cliniques a permis de repérer trois phases de construction du choix d'orientation professionnelle. Cette perspective implique une reconsidération des enjeux de l'émission du choix, et amène à proposer une nouvelle orientation de la pratique. / This research studies both the significance of resorting to psychoanalytic concepts to deal with the issue of vocational guidance process and the importance for psychoanalysis to get hold of a subject so inherent to the entrance into the adolescence social field, the subjective position in the relationship to others, as well as the place given to work. First, considering the career choice from its unconscious dimension, leads to taking into account the complexity of this notion, which rules out the idea of choosing a career as the simple psychological effect caused by predetermining unconscious desire. Thus the choice is to be considered through what it generates and requires in order to enable its release. Secondly, the issue of work is put in perspective with the creation of the social link through the integration of desire, but also of its prohibition, of the weight of its identifying supports, as well as the collective ideal, or else the sexed position. The meaning of work appears inseparable from its contradictions with the desire. Thus, choosing a vocational guidance is not to be considered only as a search for an access to the desire, but also as confronting the alienation to the Other. Resorting to the Lacanian notion of 'sinthome' allows a new conceptualization of the symptom, which enables, at last, to go beyond the paradoxes left by the approach to vocational guidance process as the expression of metaphorising desire. The analysis of clinical situations showed three phases structuring the vocational guidance process. This perspective implies reconsidering the issue of making a choice and leads to offering a new vocational guidance.

Orientador: Roberto Rodrigues Paes / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-24T05:31:40Z (GMT). No. of bitstreams: 1 Rodrigues_HeitordeAndrade_D.pdf: 3369576 bytes, checksum: 4122ea55598e5d15cdf27681d91ce118 (MD5) Previous issue date: 2014 / Resumo: No contexto esportivo brasileiro, apesar do crescente movimento de valorização dos treinadores de esporte e do aumento significativo de cursos específicos para qualificação desses profissionais, ainda podemos identificar uma escassez de conhecimentos disponíveis sobre o treinador, sua formação e trabalho. No caso específico do basquetebol, esse fato não é diferente. Apesar de haver propostas pioneiras de formação, tais como cursos oferecidos pela Escola Nacional de Treinadores de Basquetebol, no âmbito da pesquisa científica há uma pouquidade de investigações sobre os treinadores de basquetebol. Diante desse quadro, o objetivo geral na pesquisa foi investigar a formação profissional de treinadores de esporte, com atenção especial para o processo de desenvolvimento profissional dos treinadores de basquetebol das categorias de formação. Por sua vez, o objetivo específico foi investigar o processo de constituição identitária dos treinadores de basquetebol das categorias de formação, com ênfase para os desafios enfrentados e os saberes profissionais mobilizados. A metodologia utilizada é de natureza qualitativa, fundamentada nos pressupostos das narrativas de vida em uma perspectiva etnossociológica, sustentada pela técnica da entrevista narrativa. Os sujeitos participantes foram treze treinadores de basquetebol vinculados às categorias de formação. Os resultados revelaram que a constituição identitária dos treinadores pesquisados é fruto de socializações sucessivas ao longo da vida pessoal e profissional, o resultado da negociação entre trajetória biográfica e relacional. No âmbito da socialização pré-profissional destaca-se o papel da educação artesanal, nos moldes da "escola de ofício¿. Na socialização profissional no curso de Educação Física sobressai a importância atribuída pelos treinadores aos saberes do campo da Didática. E na socialização profissional ao longo da carreira predomina as experiências de aprendizagem com treinadores mais experientes, bem como a construção de saberes profissionais em estreita relação com os desafios impostos pelas demandas de trabalho. As considerações finais apontam para a urgência de definição dos saberes dos treinadores a partir de uma epistemologia da prática profissional, construindo as bases para adoção de um modelo profissional de formação em oposição ao atual modelo acadêmico tradicional nos curso de Educação Física / Abstract: In Brazilian sporting context, in despite of the growing movement of sports coaches and the significant increase in specific courses that qualify these professionals, we can still identify a lack of knowledge available about coaching, their training and work. In the specific case of basketball, this fact is no different. Although there are pioneering proposals for training, such as courses offered by the Escola Nacional de Treinadores de Basquete (National School of Basketball Coaches), considering scientific research there is a little investigations on the basketball coaches. Due to this situation, the overall goal in this paper was to investigate the training of sports coaches, with special attention to the process of professional development for basketball coaches of the training categories. However, the specific aim in this study was to investigate the process of identity construction of the basketball coaches of the categories of training, with emphasis on the challenges, and mobilized professional knowledge. The methodology is of a qualitative nature, based on the assumptions of life history in an ethnosociological perspective, supported by the technique of narrative interview. The chosen individuals were thirteen basketball coaches linked to the training categories. The results found out that the identity construction of the researched coaches were the results of successive socializations throughout personal and professional life, the result of negotiation between relational and biographical trajectory. At the pre-professional socialization highlights the role of craft education along the basis of "sports school". In professional socialization in Physical Education course stands the importance given by the coaches to the knowledge of the field of didactics. And in professional socialization throughout their career dominates the learning experiences with more experienced coaches, as well as the construction of professional knowledge in close relation to the challenges posed by the demands of work. The conclusions point to the urgency of defining the knowledge of the coaches from an epistemology of professional practice, building the foundation for the adoption of a professional training model as opposed to the current traditional academic model in Physical Education course / Doutorado / Biodinamica do Movimento e Esporte / Doutor em Educação Física

A questão que orienta esse estudo se insere no contexto da orientação profissional que busca ocupar-se da pessoa que traz conflitos frente às suas escolhas de carreira e não dos conflitos em si. Aqueles que buscam por orientação em suas carreiras aqui considerados são jovens que na sua maioria almejam a entrada no mundo do trabalho através da porta do curso superior, e adultos vivendo momentos de crise em suas carreiras e necessidade de reconstrução de caminhos e também de estranhamentos com relação aos novos rumos que o contexto de trabalho vem assumindo. A lógica das relações de trabalho vem sofrendo alterações nos últimos trinta anos, como o escasseamento de contratos de trabalho formal, o aumento da oferta de mão de obra, as mudanças de cultura nas organizações, fruto de fusões ou aquisições por outras empresas, entre outras. A questão que se colocou, portanto, foi de como seriam afetados os adultos mais representativos de uma família nos grupos selecionados para esse estudo, os pais pelas mudanças da realidade das relações de trabalho por eles vivenciadas e a transmissão dessas vivências dentro do seio familiar. O objetivo deste trabalho, como um estudo exploratório, foi buscar subsídios que permitissem amparar a hipótese percebida empiricamente da existência de uma inter-relação entre a maneira como o adulto que trabalha enfrenta os desafios impostos pelo mundo do trabalho e o processo de escolha profissional do seu filho jovem, em fase de entrada nos cursos superiores. Para tal, foram delimitados alguns fatores que afetam diretamente a abrangência do fenômeno estudado. A família considerada foi a família de classe média, com seus valores, expectativas, participação social e projetos de futuro. As famílias observadas são compostas por pais casados morando junto com os filhos. Os pais são ambos profissionais ativos em suas áreas de trabalho, tendo grau de formação superior. Os filhos são estudantes egressantes de escolas particulares que buscam um curso superior. Foram entrevistadas quatro tríades familiares pai, mãe e filho que escolhe uma profissão e analisados os seus discursos com relação às dificuldades e estratégias de enfrentamento perpetradas pelos pais e expectativas e projeções no futuro elaboradas pelos filhos. Foram constatadas convergências nos discursos familiares de pais e filhos, no que concerne às dificuldades e estratégias de enfrentamento dos desafios vividos pelos pais e a possibilidade de elaboração de projetos de carreira dos filhos. Os modelos de carreira construídos pelos pais também tiveram correlação com as fantasias de futuro profissionais dos filhos. Assim, concluiu-se que, no âmbito do grupo social estudado, existe inter-relação entre a vivência profissional dos pais e o projeto profissional dos filhos / The question driving this study exists in the context of career counseling and focuses on individuals who are presented conflicting career choices, as opposed to the conflicting choices themselves. Among those seeking career counseling, the group selected consists of teenagers who in their vast majority are looking to enter the workforce through an undergraduate course; and adults undergoing a career crisis who need to rebuild their career paths, as well as those at odds with the new direction their work context is headed. The logic of the work relationships has gone through changes in the last thirty years, such as the diminishment of formal work contracts, the increase in labor supply, the organizational culture changes due to mergers or acquisitions by other companies, among others. Thus, the question placed was how the most representative adults in a family would be affected in the groups selected for this study, the parents by the changes in the reality of the work relationships they experience and the conveyance of these experiences to the family. The objective of this work as an exploratory study was to seek supporting evidence to the hypothesis observed empirically of the existence of a correlation between the manner in which a working adult faces the challenges imposed by the work space and the career planning process of their teenage children about to begin their undergraduate studies. To this end, a number of constraints were set in order to limit the scope of the study. The familial group considered was the middle class household with its values, expectations, social participation and projected future. The families observed were composed of married parents with live-in children. Both parents were active professionals in their respective work fields and had at least undergraduate degrees. The children were high school students graduating from private schools and seeking an undergraduate degree. Four family triads were interviewed father, mother and teenage child choosing a career and their discourse analyzed in relation to the difficulties and coping strategies engineered by the parents against the expectations and projected future formulated by the children. A correlation was found in the speech of parents and children relative to the challenges and coping strategies lived by the parents and the career planning composed by the children. The career models constructed by the parents also had correlation to the professional future fantasies of the children. Therefore, it was concluded that in the scope of the social group studied there is an interrelationship between the professional experiences of the parents and the career planning of their children

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

Made available in DSpace on 2016-07-18T17:54:21Z (GMT). No. of bitstreams: 1 ANA CLAUDIA MENDES- 19-07-2013.pdf: 1281368 bytes, checksum: 8232372b3b6ab01db52b0b11d31cb3b9 (MD5) Previous issue date: 2013-04-02 / The present research, linked to the research line "Educational, organization and management" of interest arose in relation to the implementation process of Complementary Law 204/2009 which established the professorship pedagogical coordinator (PCP) at schools of education Children having locus as the municipal education Araçatuba-SP. The intention was to investigate how PCPs are building their professional identity in view of the changes in the understanding of early childhood education today. In this perspective, we sought to identify and understand the social representations of PCPs about their assignments, they organize their daily pedagogical work for performance of the function and its role as the principal agent of the teaching team trainer. For a complete grasp on the subject used the case study with quantiqualitative approach, as we seek to harness the survey from the association with the coordinators of the group studies conducted in 2011 in the Municipal Department of Education, and this researcher as a trainer. To address the issue were used as instruments to collect data from interviews, questionnaires and the coordinator for the teacher, observations and photographic records of meetings pedagogical developed by the participants in their respective schools. To deepen the use of data collected from interviews and analyzes of some everyday situations made by participants in the study group "Coordination teaching: theories and practices for training school staff." From the data we collected and analyzed some results so that we can summarize: profile of early childhood education coordinators of the municipal education Araçatuba-SP and their schools where they work, the teachers perceptions about changes in the school with arrival of coordinator and interpersonal relationships present in the pedagogical coordination. The survey results indicate that the coordinators recognize its role as a trainer of school staff in a stage of basic education which is every day, your profile is constantly evolving, but the practice still faces obstacles and challenges to overcome. / O presente trabalho de pesquisa, vinculado à linha de pesquisa Instituição educacional, organização e gestão surgiu do interesse em relação ao processo de implementação da Lei Complementar 204/2009 que instituiu o cargo de professor coordenador pedagógico (PCP) nas unidades escolares de Educação Infantil tendo como lócus o sistema municipal de ensino de Araçatuba-SP. A intenção foi investigar como os PCPs estão construindo sua identidade profissional tendo em vista as mudanças no entendimento da Educação Infantil na atualidade. Nessa perspectiva, buscou-se compreender e identificar as representações sociais dos PCPs sobre suas atribuições, como organizam suas rotinas de trabalho pedagógico para o desempenho da função e o seu papel como principal agente formador da equipe docente. Para uma apreensão completa sobre o tema foi utilizado o estudo de caso com abordagem quantiqualitativa, visto que procuramos atrelar a pesquisa a partir do convívio com as coordenadoras no grupo de estudos realizado em 2011 na Secretaria Municipal de Educação, tendo esta pesquisadora como formadora. Para abordar a temática foram utilizados como instrumentos de coleta de dados entrevistas, questionários para o coordenador e para o professor, registros fotográficos e observações de reuniões pedagógicas desenvolvidas pelos participantes em suas respectivas unidades escolares. Para o aprofundamento dos dados coletados nos utilizamos de alguns depoimentos e análises de situações cotidianas realizados pelas participantes no grupo de estudos Coordenação pedagógica: teorias e práticas para a formação da equipe escolar . A partir dos dados coletados e analisados chegamos a alguns resultados que assim podemos sintetizar: perfil dos coordenadores de educação infantil do sistema municipal de ensino de Araçatuba-SP e das respectivas escolas onde trabalham, as percepções dos professores sobre as mudanças ocorridas na escola com a chegada do coordenador e as relações interpessoais presentes na coordenação pedagógica. Os resultados da pesquisa apontam que, os coordenadores reconhecem seu papel de formador da equipe escolar em uma etapa da educação básica que se constitui a cada dia, seu perfil está em constante evolução, porém a prática ainda enfrenta obstáculos e desafios a serem superados.