Imagens da profissão docente
AUTOR(ES)
Celso Luiz Aparecido Conti
DATA DE PUBLICAÇÃO
2003
RESUMO
This is an investigation of the social views expressed by a set of six female teachers, newcomers in relation to the teaching profession, and more particularly in relation to the type of qualification that characterizes and defines it. Firstly, the individual views of each of the teachers were defined, as was subsequently done with those shared by all of them. In this process, the influence of some factors was prioritized, namely: the teachers family background, their teacher training qualifications and their professional practice. Such views do not arise linearly in time, one substituting the other, but do so in an on-going dynamic which is full of contradictions, expressed most aptly by the image of a mosaic of colours, the tones of which vary as a function of time in a continual coming-and-going. Before professional practice, the theoretical dimension of the qualification assumes a prominent position for the teachers, together with the perspective of the cognitive development of the pupils. After, there is a change of focus. Practice does not only reveal but yields professional qualification rooted more in care conceived as a set of historical practices socially constructed by modernity, attentive to, with greater emphasis, extra-cognitive aspects. Emphasis on the epistemology of practice throws into question the legitimacy of the process of professional qualification provided institutionally (mainly by the university) which is rooted in a certain tecno-scientific paradigm. In the same way, the concept of qualification from the masculine point of view is questioned, favouring the recognition of some feminine knowledge and capabilities as integral and essential to the teachers knowledge. However, this process is revealed as quite contradictory. Taking into consideration the social origin of the teachers, such questionings, as a consequence, undermine the legitimacy of the teachers process of social mobility, be it from the class point of view or from the discovery of its multiple facets that generate, at the same time, perplexity and pleasure, realization. In the midst of this contradiction, each teacher finds her place, identifies, or not, with the profession, in the way that they are able to conceive it.
ASSUNTO(S)
professores de ensino de primeiro grau identidade genero profissões classes sociais
