Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-08T19:21:38Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Versão Final Dissertação Marla Maria Moraes Moura.pdf: 1636273 bytes, checksum: 2fa73aad02846899acc220871b8c3b2e (MD5) / Made available in DSpace on 2016-03-08T19:21:38Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Versão Final Dissertação Marla Maria Moraes Moura.pdf: 1636273 bytes, checksum: 2fa73aad02846899acc220871b8c3b2e (MD5) Previous issue date: 2015-08-21 / Desenvolvida no âmbito do Programa de Pós-Graduação em Educação da UFPE, a pesquisa, vinculada à linha de Formação de Professores e Prática Pedagógica, tem como objeto a constituição da identidade profissional de professores de Educação Física. Buscamos compreender, numa perspectiva sociológica, os elementos que contribuem com os processos de constituição da identidade profissional de professores de Educação Física e como a identidade profissional docente se expressa nos diferentes ciclos de vida profissional. Para isso nos propusemos as seguintes questões problematizadoras: Que elementos contribuem para a construção da identidade profissional de professores de Educação Física? Quais as trajetórias compõem o processo de construção da identidade profissional desses professores? De que maneira a identidade profissional se expressa na prática dos professores de Educação Física? Como a identidade profissional docente foi se constituindo entre os professores que possuem uma experiência docente anterior à formação? O referencial teórico que fundamenta a pesquisa foi construído a partir das contribuições de autores, como: Dubar (2005), Nóvoa (1995, 1999, 2007), Guimarães (2004), Veiga (2008), Fontana (2000), Hall (2012), Estrela (1997), Carrolo (1997) para refletir sobre as temáticas da identidade e da identidade profissional docente; Bracht (1992, 2007) e Bracht e Crisório (2003) para discorrer sobre a identidade da Educação Física e a identidade profissional docente; Huberman (2007), como importante referencial para o estudo da problemática dos ciclos de vida profissional. Trata-se de estudo qualitativo, cuja abordagem biográfica é a sustentação metodológica da investigação, fundamentando-se em autores como Dominicé (2006), Ferrarotti (1991), Bueno (2002), Delory-Momberger (2012, 2014), Moita (2007), Batista Neto (2007b). Utilizou-se, como procedimento de coleta, a entrevista biográfica a qual foi realizada com 06 professores de Educação Física, com atuação na Educação Básica, em escolas públicas do município de Ouricuri, Pernambuco. As entrevistas foram realizadas entre os meses de setembro e dezembro de 2014. A análise dos dados pautou-se na análise de conteúdo proposta por Bardin (2011). No que concerne às técnicas de análise de conteúdo, escolhemos a análise categorial temática. Com base nas análises, construídas à luz dos referenciais teóricos adotados, foi possível perceber o quanto foi fundante, para constituição da identidade profissional docente de professores de Educação Física, os seguintes aspectos: a Educação Básica e as suas experiências com a Educação Física, sobretudo as vivências escolares ou como atletas; o processo de formação profissional inicial e continuada; a atuação profissional e as especificidades do contexto de atuação; assim como as socializações estabelecidas com o outro nos diferentes contextos da vida dos professores. Diante do exposto, constatamos que a identidade profissional docente está em constante processo de construção, portanto, não se trata de algo dado, acabado. Foram as relações entre os familiares, os processos formativos, desde a Educação Básica até a Educação Superior, e a atuação profissional docente, permeada pelas constantes trocas e pela dinâmica institucional, em seus elementos biográficos e relacionais, objetivos e subjetivos, que possibilitaram a constituição da identidade profissional docente de professores de Educação Física. / This research was developed for the Post-Graduation Program in Education of UFPE – Teacher Formation and Pedagogical Practice area, has as object the constitution of the professional identity of Physical Education teachers. We sought to comprehend, from a sociological perspective, the elements that contribute with the professional identity constitution processes of Physical Education teachers and how their professional identity is expressed on multiple professional life cycles. For this goal we proposed the following questions: which elements contribute to the building of the professional identity of Physical Education teachers? Which trajectories compose the identity-building process of these teachers? In which way professional identity is expressed in the practice of Physical Education teachers? How was the professional identity of those teachers with experience in the area prior to their academic formation built up? The theoretical references that guide this research were: Dubar (2005), Nóvoa (1995, 1999, 2007), Guimarães (2004), Veiga (2008), Fontana (2000), Hall (2012), Estrela (1997), Carrolo (1997) to contribute with considerations about the identity and professional identity themes; Bracht (1992, 2007) and Bracht & Crisório (2003) to support considerations about the identity of Physical Education and teachers’ professional identity; Huberman (2007), as an important reference to the studying of the problematics of professional life cycles. This is a qualitative study, which has in its biographical approach the methodological support for the investigation, based on authors such as Dominicé (2006), Ferrarotti (1991), Bueno (2002), Delory-Momberger (2012, 2014), Moita (2007), Batista Neto (2007b). For the collection procedure we conducted biographical interviews with 06 Elementary School Physical Education teachers from public schools of Ouricuri, Pernambuco were made. The interviews were conducted during the months of September and December, 2014. The analysis of the data was based on the content analysis, as proposed by Bardin (2011). In regard to the content analysis techniques, we chose the thematic analysis. Based on the analyses, it was possible to determine how fundamental the following aspects were to constitution of the Physical Education teacher’s professional identity: the elementary school and their experiences with Physical Education, especially school experiences or experiences as athletes; the initial and the continuous professional formation process; the professional work and the particularities of the action context; as well as socializations established with others in different contexts of the lives of the teachers. Given the results, we conclude that the teacher’s professional identity is in constant building process – it is not something finished, complete. Family relationships, formation processes from the elementary to high education levels and professional experience, abundant in constant exchanges and institutional dynamics, in its biographical and relational, objective and subjective elements, that made possible the constitution of the Physical Education teacher’s professional identity.

Abstract In this thesis, I will focus on the changes in the professional identity of pre-service teachers in mathematics, physics and chemistry during their teacher training. The study material consists of 43 pre-service teachers’ learning journals in the academic year of 2005–2006. Bruner (1986) separates two modes of thinking: Narrative and paradigmatic. In this study, I focus on narrative thinking. According to Denzin (1989), a story includes a plot, a middle point and an ending, and the turning points in the story often have a special meaning. In applying narrative method, and by using purposeful sampling I selected six different pre-service teachers’ journals as study material. Applying Polkinghorne’s (1995) approach, the pre-service teachers’ case descriptions were emplotted. The narratives included the changes that had happened in various subdomains of teacher’s professional identity. After that I compared the six case descriptions systematically on the basis of the central themes including the pre-service teachers’ self-esteem related to teaching and mastering the subjects, reflection, emotions, and how to deal with them, and beliefs of students and teaching. A special attention was paid to the changes in them. One point of interest was to find out what kind of meaning the teacher trainers had on the changes in the pre-sevice teachers’ professional identity. According to the main findings, only one pre-service teacher’s professional identity has developed during the training periods in all central aspects. Self-esteem related to mastering the subjects remained good with almost all the pre-service teachers, but self-esteem related to teaching improved with three cases, and got worse with two cases. With some pre-service teachers, the focus on their reflection changed from themselves towards student’s activity. Coping with tenseness, failures in dealing with negative emotions and insecurity about one’s professional identity were in the main role in their stories. All pre-service teachers had teacher-centered lessons in mathematics, but some started to value student-centered orientation also. Physics and chemistry lessons were more student-centered including, for example, project and lab work. Beliefs about students became more positive. The significance of the teacher trainers in developing a pre-servive teacher’s professional identity was often quite minor. / Tiivistelmä Tutkin matematiikan, fysiikan ja kemian aineenopettajaopiskelijoiden ammatti-identiteetin kehittymistä heidän opetusharjoittelunsa aikana. Tutkimusaineistona olivat 43:n lukuvuonna 2005–2006 opetusharjoitteluihin osallistuneiden opettajaopiskelijan pitämät oppimispäiväkirjat. Bruner (1986) erottaa kaksi ajattelun muotoa: narratiivisen ja paradigmaattisen. Tässä tutkimuksessa fokusoidun narratiiviseen ajatteluun. Denzinin (1989) mukaan tarinassa on juoni, alku, keskikohta ja loppu, ja käännekohdat tarinassa saavat erityisen merkityksen. Narratiivista lähestymistapaa käyttäen valitsin tutkimusaineistoksi harkinnanvaraisesti kuuden erilaisen opettajaopiskelijan oppimispäiväkirjat. Polkinghornea (1995) soveltaen juonensin opettajaopiskelijoiden tapauskuvaukset niin, että ne sisälsivät opettajan ammatti-identiteetin eri osa-alueissa tapahtuneet muutokset. Sen jälkeen vertailin tapauskuvauksia systemaattisesti keskeisten teemojen osalta. Keskeisiä teemoja olivat opettamiseen ja opetettavan aineen osaamiseen liittyvä itsetunto, reflektointi, tunteet ja niiden käsittely sekä uskomukset oppilaista ja opettamisesta. Kiinnitin erityisesti huomiota muutoksiin. Tarkastelin myös opetusharjoittelun ohjaajien merkitystä opettajaopiskelijan ammatti-identiteetin muutoksiin. Päätulokseni ovat seuraavat: Vain yhden opettajaopiskelijan ammatti-identiteetti kehittyi opetusharjoittelun aikana jokaisella opettajan ammatti-identiteetin keskeisellä osa-alueella. Opetettavan aineen osaamiseen liittyvä itsetunto säilyi lähes kaikilla opettajaopiskelijoilla hyvänä, mutta opettamiseen liittyvä itsetunto nousi kolmella ja laski kahdella opetusharjoittelun aikana. Opettajaopiskelijoiden reflektointi muuttui osalla itsestä oppilaan toimintaan kohdistuvaksi. Jännittämisestä selviytyminen, negatiivisten tunteiden käsittelyn epäonnistuminen ja epävarmuus opettajan ammatti-identiteetistä olivat pääosassa opettajaopiskelijoiden kertomuksissa. Opettajakeskeisyys painottui kaikilla opettajaopiskelijoilla matematiikan opetuksessa, osalla tapahtui muutosta oppilaskeskeiseen suuntaan. Fysiikan ja kemian oppitunneilla oppilaskeskeisyys näkyi oppilastöiden ohjaamisen kautta. Uskomukset yläasteen oppilaista muuttuivat positiivisemmiksi. Ohjaajan merkitys opettajaopiskelijan ammatti-identiteetin kehityksessä tuli melko vähän esille.