Identities at stake: double ill-feeling of Primary School teachers and pedagogic coordinators in the construction of their roles / Identidades em jogo: duplo mal-estar das professoras e das coordenadoras pedagógicas do Ensino Fundamental I na constante construção de seus papéis
AUTOR(ES)
Patricia Rossi Torralba Horta
DATA DE PUBLICAÇÃO
2007
RESUMO
This study aims at attempting to comprehend the way the professional identities of primary school teachers and pedagogic coordinators has been established in Brazil and the subsequent ill-feeling originated by the educational restructuring of their competencies in the light of their new roles. The search for the understanding of how these identities are constructed in the hierarchical structure of schools can be backed up by Foucault-based theories that provide useful tools for analyzing the present kinds of knowledge, at the same time that it helps understand how they can be disqualified before unequal encounters. Foucaults understanding of the relationship between power and knowledge makes it possible to envisage different interpretations of the pedagogical discourse which has been established and passed on as truths that permeate the make-up of the identity of a teaching professional. Baumans sociological approach, in turn, helps to elucidate the present scenario where we are, which he named "light" and "liquid" modernity. Such suggested approach makes it possible to understand the redistributions and allocations of the powers and the new patterns of dependence at the educational institution, despite the fact that the dominant pedagogical discourse seems to capitalize on "self-determination" and "freedom" as central characteristics in the construction of the identities under investigation. Thus, the present study seeks to elucidate, from a historical perspective, the path of the primary school teacher as a means to shed some light on how the hierarchical relations came to be, namely that of the "supervisor" in the educational restructuring of the 20s and 30?s. The referred restructuring seems to have been highly influenced by the entrepreneurial spirit present in school administration trends and by the institution of a specialist in the new teaching methods. Four volumes of the series O Coordenador Pedagógico (the Pedagogic Coordinatior) published as of 1998 and organized by Vera Nigro de Souza Placco and Laurinda Ramalho de Almeida are chosen and analyzed due to the significant number of editions, which seems to be indicative of its approval by the target audience. This collection makes it possible to have access to some of the main discourse samples that guide the identity construction of the professionals of the area. Most of the articles therein result from theses, dissertations and research on the evaluation of projects implemented in private and public educational institutions. As a conclusion, it is possible to observe that the educational discourse, in general, emphasizes the construction of "autonomous", "critical" and "reflexive" professionals. Given the homogenous and sophisticated nature of such discourse, filled with self-analysis proposals, both teachers and coordinators limit their possibilities of thinking and constructing their identities. One possible approach to this paradox would be to dispute the idealization of the role of the pedagogical coordinator that defines impossible missions and appears to be the bearer of a critical conscience that, based on scientific background, is capable of educating teachers to be "autonomous" and "reflexive". This way, disputing this relation may bring in new possibilities of relationships and approaches to allow the primary school teachers to develop as professionals.
ASSUNTO(S)
hierarquias da instituição escolar subjective modes modos de subjetivação pedagogical coordinator identities identidades do coordenador pedagógico identidades das professoras do ensino fundamental i hierarchies of the educational institution primary school teachers identities
