Submitted by SAULO RODRIGUES DE CARVALHO null (saulorc1982@yahoo.com.br) on 2016-05-27T11:59:01Z No. of bitstreams: 1 tese completa e ficha catalografica.pdf: 2751127 bytes, checksum: 5a7037cb80b8bfca2ef500fa2f93747f (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-05-30T16:19:13Z (GMT) No. of bitstreams: 1 carvalho_sr_dr_arafcl.pdf: 2751127 bytes, checksum: 5a7037cb80b8bfca2ef500fa2f93747f (MD5) / Made available in DSpace on 2016-05-30T16:19:13Z (GMT). No. of bitstreams: 1 carvalho_sr_dr_arafcl.pdf: 2751127 bytes, checksum: 5a7037cb80b8bfca2ef500fa2f93747f (MD5) Previous issue date: 2016-03-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Este trabalho trata o conceito de Identidade Profissional do Professor, sob o enfoque do Materialismo Histórico-Dialético. A discussão da identidade profissional do professor ganha destaque especificamente durante o processo de reestruturação capitalista da produção e normatização do padrão flexível de acumulação. A mesma se apresenta como prerrogativa para a formação de professores numa perspectiva crítica e autônoma no âmbito do profissionalismo docente, com o propósito de superar a crise de identidade sobre o trabalho do professor. Do mesmo modo, as determinações da reestruturação produtiva ecoam sobre o magistério sob a forma do empobrecimento dos conteúdos escolares e da substituição de um ensino calcado nos conhecimentos científicos objetivos, por uma formação em afinidade estrutural com as novas exigências do capitalismo contemporâneo. Nesse sentido, problematizamos o conceito de Identidade Profissional do Professor questionando a sua prerrogativa como forma de superação da crise instaurada pelas mudanças do capitalismo. Entendendo-o como uma maneira de adaptação as demandas impostas por essa dinâmica produtiva, discutimos as suas bases teóricas, colocando em suspeição o conceito de identidade. Por fim discutimos a insuficiência da identidade do professor circunscrita a sua particularidade profissional e a necessidade histórica da apreensão da universalidade do trabalho educativo para a formação docente. / This work deals with the concept of Teacher Professional Identity, from the standpoint of historical materialism-Dialectical. The discussion of teacher professional identity is highlighted specifically during the capitalist restructuring of the production and standardization of flexible accumulation pattern. The same is presented as a prerogative for the training of teachers in a critical and autonomous perspective within the teaching professionalism, in order to overcome the identity crisis of the teacher's work. Similarly, the determinations of productive restructuring on the magisterium can influence the in the form of impoverishment of school subjects and replacing a based education in objective scientific knowledge by training in structural affinity with the changing demands of contemporary capitalism. In this sense, we put in question the concept of Teacher Professional Identity, questioning his prerogative as a way of overcoming the crisis brought by the changes of capitalism. Understanding it as a way to adapt the demands imposed by this productive dynamic, discuss their theoretical bases, putting on suspicion the concept of identity. Lastly we discuss the failure of the identity of the teacher limited to his professional particularity and the historical necessity of the apprehension of universality of educational work for teacher training. / CNPq: 160780/2014-4

藉著聆聽教師的敘說，我研究的主要目的在於理解教師專業認同的歷程，及此歷程所彰顯的意義世界。以Mead談論的自我概念作為基礎，我認為教師專業認同的概念是一發展性的歷程，而不將其視為本質、本體或範疇。此外，個人的認同歷程在敘說中展現也是我所強調的另一個重點，也就是說，個人在向聽者敘說裡頭展現其生命經驗，而聽者得以藉著語言的力量理解敘說者的生命經驗。奠基於此，研究者（我）才得以理解教師（受訪者）的敘說。 我採用「教育學傳記研究」作為研究取向，並以德國學者Fritz Schütz發展的「敘述訪談」作為資料採取工具，蒐集而來的資料即是我所謂的「文本」或「故事」。訪談的對象是小卉 -- 一位成為國小教師五年左右、服務兩所學校的初任教師。訪談結果在轉錄成逐字稿後，依據Schütz所提出的文本分析流程進行文本結構描述，並嘗試詮釋以析出故事抽象概念。 經過文本結構描述和分析，逐漸呈現「選擇」、「在比較中了解自己」以及「愛與被愛」的教師故事圖像。然而，我並未只是停留在故事詮釋的階段，而更進一步和其它教師敘說進行對話，其目的在於企圖呈現「我們如何看待教師故事、發聲」的議題。最後，我反思本研究的價值以及教育學傳記研究的意義。 / The purpose of my research is mainly to understand the process of a teacher’s professional identity by listening teacher’s narrative. Also, I attempt to explore the meanings represented by this process. Based on Mead’s concept of self, I argued that the attribute of teacher’s professional identity might be better viewed as a developing process than essences, substances or categories. Furthermore, one’s identity process revealing from narrative is other key point in my study. That is to say, one displays his or her life experiences with a narrative to listener, and then the listener understands the experiences through the power of language. Therefore, according to the above-mentioned methodological basis, I (researcher) could make sense of the teacher’s (interviewee) narrative. I adopt ”Biographic Research in Pedagogy” as my research approach, and collected raw data called “text” or “story” with “Narrative Interview” developed by Fritz Schütz, a Germany sociologist. After interviewing the first teacher, Little-hui, who just has been working about five years in two elementary schools, I followed Schütz’s procedures of text-analysis to describe the structure of the text and attempt to catch abstract concepts in hui’s story. After the process of structure description and interpret, “choosing”,”knowing self by comparing with peers”, and “to love and to be loved” gradually showed up to be images of Little-hui’s story. However, I didn’t stay right in the position of story-interpreting. Moreover, I situated these images a dialogue with another inquires of teachers’ narratives, and attempted to raise the issue of “how have teachers’ stories, voices, or narratives been viewed and treated in the context” for discussion. At the end, I reflected on the value of this research and the meaning of “Biography Research in Pedagogy.”