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Advisor(s)
Abstract(s)
Pretendemos com esta comunicação dar conta de um estudo que temos em
desenvolvimento sobre trajetórias profissionais de professores diplomados pela ESELx,
desde 1991, de todos os cursos, e que têm no mínimo 5 anos de profissão.
Trata-se de um estudo de natureza qualitativa, de matriz compreensiva, alicerçado em
entrevistas biográficas e materializa-se na análise de um “corpus” documental de
narrativas profissionais, que nos permitem conhecer como as formas identitárias que
assumem concretizam a profissionalidade docente no quotidiano das escolas em que
trabalham. A conceção teórica de formas identitárias é tributária dos contributos de
Dubar e Demaziére (1997), que as definem como o resultado da relação entre dois
percursos de identificação profissional como uma relação entre os contextos e os
percursos biográficos.
Ao privilegiarmos as narrativas biográficas, estamos a dar “a voz” a atores que, no
quotidiano, assumem um conjunto de conhecimentos, atitudes, valores e ações
através dos quais se manifesta a profissionalidade docente nos vários campos da ação
prática: o campo pedagógico, o contexto profissional e o contexto sociocultural
(Sacristan, 1991, Roldão, 2005, 2007).
A análise das entrevistas já realizadas até ao momento permite evidenciar um
conjunto de respostas padrão comuns a todos os atores, devolvendo-nos assim um olhar retrospetivo, crítico e reflexivo, sobre a sua formação inicial. O conhecimento das
trajetórias profissionais de diplomados da ESELx remete-nos para uma reflexão sobre o
projeto de formação que desenvolvemos, ao mesmo tempo que acentua a
necessidade de estabelecer relações consistentes com os profissionais que fazem a
profissão. Recuperar este tipo de ligações é, também, reconhecer o potencial destes
profissionais e das suas trajetórias como elementos catalisadores do desenvolvimento
da própria instituição.
Abstract We present a study, under development, about the professional careers of graduate teachers from ESELx, since 1991, from all courses, and who have at least 5 years of professional experience. This is a qualitative study, with a comprehensive matrix, based on biographical interviews. It is materialized in the analysis of a "corpus" of professional documentary narratives that allow us to know how the assumed identity forms concretize the teaching profession in the everyday of the schools in which they work. The theoretical design of identity forms is tributary to contributions of Dubar and Demazière (1997), who define them as the result of the relationship between two routes of professional identity, as a relation between contexts and biographies. By choosing the biographical narratives, we are giving "voice" to actors that, in everyday life, assume knowledge, attitudes, values and actions in their teaching profession which is manifested in the various fields of practical action: the educational field, the professional context and socio cultural context (Sacristan, 1991, Roland, 2005, 2007). The analysis of interviews allows us to highlight a set of standard responses common to all actors, giving us a retrospective, critical and reflective look on their initial training. The knowledge of the professional careers of graduates of ESELx leads us to reflect on the training project that we have developed which accentuates the need to establish consistent relationships with those professionals. Recovering such connections is also recognizing the potential of these professionals and their trajectories as enablers of development of the institution.
Abstract We present a study, under development, about the professional careers of graduate teachers from ESELx, since 1991, from all courses, and who have at least 5 years of professional experience. This is a qualitative study, with a comprehensive matrix, based on biographical interviews. It is materialized in the analysis of a "corpus" of professional documentary narratives that allow us to know how the assumed identity forms concretize the teaching profession in the everyday of the schools in which they work. The theoretical design of identity forms is tributary to contributions of Dubar and Demazière (1997), who define them as the result of the relationship between two routes of professional identity, as a relation between contexts and biographies. By choosing the biographical narratives, we are giving "voice" to actors that, in everyday life, assume knowledge, attitudes, values and actions in their teaching profession which is manifested in the various fields of practical action: the educational field, the professional context and socio cultural context (Sacristan, 1991, Roland, 2005, 2007). The analysis of interviews allows us to highlight a set of standard responses common to all actors, giving us a retrospective, critical and reflective look on their initial training. The knowledge of the professional careers of graduates of ESELx leads us to reflect on the training project that we have developed which accentuates the need to establish consistent relationships with those professionals. Recovering such connections is also recognizing the potential of these professionals and their trajectories as enablers of development of the institution.
Description
Keywords
Trajetórias profissionais Entrevista biográfica Profissionalidade docente Professional trajectories Biographical interview Teacher professionalism
Citation
Rolo, C., Loureiro, C., Gonçalves, C. (2014). Trajetórias profissionais de professores: casos de diplomados da ESELx. In C. Tomás & C. Gonçalves (Org.). VI Encontro do CIED - I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos (pp. 547-565). Lisboa: CIED
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa