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Previous issue date: 2017-01-09 / This work has as its theme the teacher identity, trying to analyze how does the teacher identity process in teachers of municipal working on Axis Baltazar and Sarandi neighborhood of the city of Porto Alegre in the state of Rio Grande do Sul. The analysis seeks to know how to structure such identity in the face of situations of satisfaction and professional dissatisfaction, relating such situations to the concept of malaise and teacher welfare. Another aspect analyzed by the research is the relationship between professional identity and aspirations involved in the project of life of teachers on this aspect we can see a professional identity that can be built from childhood, through identification with family members in education process or by circumstances of life. Six teachers who work in the Elementary School of the Porto Alegre municipal network participated in the study, with a time of more than eight years teaching. The methodology adopted was the qualitative exploratory approach, using as a research instrument, a semi-structured interview, which was analyzed through Bardin's Content Analysis (1979). Qualitative analysis made it possible to construct four categories: malaise, well-being, professional choice and professional devaluation. The categories were analyzed jointly considering that teacher identity is a dynamic process that is constructed and (re) builds over the teaching experience, born of identifications made by the profession throughout life. The results show a predominance of the identification with the teaching profession if it starts in childhood or in the youth, aspect that takes shape in professional choice in the future. Regarding the situations of malaise in the teaching they are mostly originated by the feeling of impotence social vulnerability of children and youth and professional devaluation involving loss of social status, proletarianization and educational reforms that do not consider the actual conditions of work. However, welfare situations are related to the recognition of work through the students and to be at a long period in the same school provides positive changes in the lives of students. Among the theoretical framework underpinning this research stand out Erikson (1972), N?voa (1995), Bock, Furtado and Teixeira (1997), Codo (1999) and Jesus (2002) (2007). / O presente trabalho tem como tema a identidade docente, buscando analisar como acontece o processo de identidade docente nos professores da rede municipal que atuam no Eixo Baltazar e no bairro Sarandi do Munic?pio de Porto Alegre no Estado do Rio Grande do Sul. A an?lise busca conhecer como se estrutura tal identidade frente ?s situa??es de satisfa??o e insatisfa??o profissional, relacionando tais situa??es com o conceito de mal-estar e bem-estar docente. Outro aspecto analisado pela pesquisa ? a rela??o entre a identidade profissional e as aspira??es envolvidas no projeto de vida dos docentes; sobre esse aspecto, percebe-se uma identidade profissional que pode se construir desde a inf?ncia, atrav?s de identifica??es com familiares no processo de escolariza??o ou por circunst?ncias da vida. Participaram da pesquisa seis docentes que atuam no Ensino Fundamental da rede municipal de Porto Alegre com tempo superior a oito anos de doc?ncia. A metodologia adotada foi a abordagem qualitativa do tipo explorat?ria, utilizando como instrumento de pesquisa, entrevista semiestruturada, que foi analisada atrav?s da An?lise de Conte?do de Bardin (1979). A an?lise qualitativa possibilitou a constru??o de quatro categorias: Mal-Estar, Bem-Estar, Escolha Profissional e Desvaloriza??o Profissional. As categorias foram analisadas de forma conjunta, considerando que a identidade docente ? um processo din?mico que se constr?i e (re) constr?i ao longo das experi?ncias docentes, nascendo das identifica??es feitas com a profiss?o ao longo da vida. Os resultados demonstram uma predomin?ncia da identifica??o com profiss?o docente se iniciar na inf?ncia ou na juventude, aspecto que se concretiza em escolha profissional no futuro. No que tange as situa??es de mal-estar na doc?ncia, em sua maioria, s?o originadas pelo sentimento de impot?ncia frente ? vulnerabilidade social de crian?as e jovens, bem como da desvaloriza??o profissional que envolve perda do status social, proletariza??o e reformas educacionais que n?o consideram as reais condi??es de trabalho. Contudo, as situa??es de bem-estar se relacionam ao reconhecimento do trabalho atrav?s dos alunos e estar a um longo per?odo na mesma escola proporciona ver as mudan?as positivas na vida dos alunos. Dentre os referenciais te?ricos que sustentam essa pesquisa destacam-se Erikson (1972), N?voa (1995), Bock, Furtado e Teixeira (1997), Codo (1999) e Jesus (2002) (2007).
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/7188 |
| Date | 09 January 2017 |
| Creators | Silva, Renata Santos da |
| Contributors | Santos, Andr?ia Mendes dos |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, Brasil, Escola de Humanidades |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 600, 600, 600, -6557531471218110192, -240345818910352367 |
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