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Ser professora do 1º ciclo : uma carreira em análise
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Orientador(es)
Resumo(s)
Este estudo centra-se na perspectiva de que a carreira docente é um percurso de
vida e formação, ao longo do qual a pessoa-professor, enquanto adulto em
desenvolvimento permanente, se constrói, num processo diacrónico para que concorrem
tanto as suas características pessoais, como as condições e os processos de formação que
lhe são proporcionados e os contextos sócio-histórico e profissional que lhe são dados
viver.
De natureza longitudinal, tom a a abordagem biográfica como quadro conceptual e
metodológico de acesso à compreensão do processo de construção das carreiras das
professoras do 1º. Ciclo do Ensino Básico, visando não apenas caracterizá-las, em
termos globais, mas também conhecer, através da perspectivação diacrónica dos
percursos profissionais de 42 narradoras, o sentido ‘evolutivo’, individual e de conjunto,
dos respectivos perfis de carreira, aprofundando, ao mesmo tempo, o conhecimento
acerca das fases constitutivas desta. Procura, ainda, compreender, em termos
exploratórios, o processo de construção da aposentação, considerada como momento
específico do percurso profissional e de vida, a partir das narrativas de 10 professoras já
aposentadas, de entre as protagonistas do estudo.
Como resultado do processo de investigação desenvolvido, e dando consecução
aos objectivos a que me propusera, procedi à caracterização, longitudinalmente
perspectivada, das carreiras das entrevistadas; à reconstrução e identificação do sentido
dos respectivos percursos profissionais; à reconceptualização do “itinerário-tipo das
carreiras, que elaborei no primeiro momento investigativo e se constitui, em termos
indicativos e tendenciais, como modelo de desenvolvimento dos percursos profissionais
das professoras do 1º. Ciclo; e a uma primeira abordagem ao processo de construção da
aposentação.
Ao estudo, no seu conjunto, e a cada uma das suas componentes, que
correspondem a outras tantas dimensões de análise das carreiras, está subjacente uma
preocupação com a formação dos professores do 1º. Ciclo do Ensino Básico, da qual
questiono, a concluir, alguns aspectos, apresentando algumas sugestões.
This study is based on the perspective that the teacher’s career is a life and training course, during which the teacher-person, as an ever-evolving adult, constructs himselffherself as such, within a diachronic process for which his/her personal features, the training processes and conditions, as well as the professional, social and historical contexts contribute in the most significant manner. It is of a longitudinal nature and adopts the biographic approach as the conceptual and methodological frame, thus allowing a better understanding of the way elementary.school teachers’ careers are built. On the one hand, this study intends to characterize them in general terms. On the other, however, it aims at revealing, by means of a thorough analysis of forty-two individual narratives offering a diachronic perspective of the professional corses, the ‘evolutionary’ direction, both individual and collective, of the narrators’ career profiles, providing at the same time a greater insight into their different steps or stages. Furthermore, it tries to understand, in exploratory terms, how ten already retired teachers construct their own retirement, perceived as a specific moment of their lives and of their professional progression. As a result of this research, and in the pursuit of the goals I myself had set, I characterize the narrators’ careers in a longitudinal perspective. I also reconstruct and identify the direction of their professional courses, and re-conceptualize the “model itinerary” of their careers, which I had set up right from the start: it is intended to be, in terms of tendencies and of indications, a development model of the elementary teachers’ professional courses. Finally, I tackle with the process of construction of retirement. A concern with the training of elementary teachers underlies the whole of this study and each of its components, which correspond to as many analytical dimensions. To conclude, I raise a few questions about some aspects of such training and make a couple of suggestions.
This study is based on the perspective that the teacher’s career is a life and training course, during which the teacher-person, as an ever-evolving adult, constructs himselffherself as such, within a diachronic process for which his/her personal features, the training processes and conditions, as well as the professional, social and historical contexts contribute in the most significant manner. It is of a longitudinal nature and adopts the biographic approach as the conceptual and methodological frame, thus allowing a better understanding of the way elementary.school teachers’ careers are built. On the one hand, this study intends to characterize them in general terms. On the other, however, it aims at revealing, by means of a thorough analysis of forty-two individual narratives offering a diachronic perspective of the professional corses, the ‘evolutionary’ direction, both individual and collective, of the narrators’ career profiles, providing at the same time a greater insight into their different steps or stages. Furthermore, it tries to understand, in exploratory terms, how ten already retired teachers construct their own retirement, perceived as a specific moment of their lives and of their professional progression. As a result of this research, and in the pursuit of the goals I myself had set, I characterize the narrators’ careers in a longitudinal perspective. I also reconstruct and identify the direction of their professional courses, and re-conceptualize the “model itinerary” of their careers, which I had set up right from the start: it is intended to be, in terms of tendencies and of indications, a development model of the elementary teachers’ professional courses. Finally, I tackle with the process of construction of retirement. A concern with the training of elementary teachers underlies the whole of this study and each of its components, which correspond to as many analytical dimensions. To conclude, I raise a few questions about some aspects of such training and make a couple of suggestions.
Descrição
Tese de doutoramento em Ciências da Educação (Formação de Professores), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2001
Palavras-chave
Desenvolvimento profissional Identidade profissional Educação permanente Profissão docente Teses de doutoramento - 2001