Biblioteca Digital de VanguardiaProfessional stories: formation policies and teachers' formative pathways
The article presents an investigative study on professional histories in interfaces with teaching training policies. The objective of the research is based on the prerogative of analyzing teachers' histories and the reverberation of formative policies in their formative paths. For this purpose,...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués Inglés |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2020
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/14359 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66111 |
| _version_ | 1782335460227416064 |
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| author | Gondinho, Marta Rochelly Ribeiro Oliveira, Luisa Xavier de Martins, Maria da Conceição Rodrigues |
| author_facet | Gondinho, Marta Rochelly Ribeiro Oliveira, Luisa Xavier de Martins, Maria da Conceição Rodrigues |
| author_sort | Gondinho, Marta Rochelly Ribeiro |
| collection | Repositorio |
| description | The article presents an investigative study on professional histories in interfaces with teaching training policies. The objective of the research is based on the prerogative of analyzing teachers' histories and the reverberation of formative policies in their formative paths. For this purpose, a theoretical dialogue was held with the contributions of Nóvoa (1999) and Saviani (2009). The biographical narratives constructed from oral interviews were analyzed highlighting the analytical categories followed by the application of a semi-structured questionnaire, characterizing this study of a qualitative nature in which one takes from the narratives the subsidies for dialogue with bibliographical elements. The findings of this research indicated that teacher training policies, current legislation and the social demands of a given time have a direct influence on the individual trajectories of teachers. However, these policies are not uniform in the training paths, since each teacher builds his or her professional history based on the ways of recreating the work culture. It has also been highlighted that in the history of teacher education, given the objective conditions of practical reason, professional culture incorporates legal and formative requirements in many circumstances in an uncritical way, justifying that the normative is to be incorporated and not questioned, which highlights the hierarchical weight of policies in our modes of teaching when it consists of our primary occupation. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO66111 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués Inglés |
| publishDate | 2020 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO661112022-03-18T19:30:47Z Professional stories: formation policies and teachers' formative pathways Historias profesionales: políticas de formación y cursos de formación para profesores Histórias profissionais: políticas de formação e percursos formativos de professores Gondinho, Marta Rochelly Ribeiro Oliveira, Luisa Xavier de Martins, Maria da Conceição Rodrigues Histórias profissionais Políticas de formação Percursos formativos. Professional stories Formation Policies Formative pathways Historias profesionales Políticas de formación Cursos de formación The article presents an investigative study on professional histories in interfaces with teaching training policies. The objective of the research is based on the prerogative of analyzing teachers' histories and the reverberation of formative policies in their formative paths. For this purpose, a theoretical dialogue was held with the contributions of Nóvoa (1999) and Saviani (2009). The biographical narratives constructed from oral interviews were analyzed highlighting the analytical categories followed by the application of a semi-structured questionnaire, characterizing this study of a qualitative nature in which one takes from the narratives the subsidies for dialogue with bibliographical elements. The findings of this research indicated that teacher training policies, current legislation and the social demands of a given time have a direct influence on the individual trajectories of teachers. However, these policies are not uniform in the training paths, since each teacher builds his or her professional history based on the ways of recreating the work culture. It has also been highlighted that in the history of teacher education, given the objective conditions of practical reason, professional culture incorporates legal and formative requirements in many circumstances in an uncritical way, justifying that the normative is to be incorporated and not questioned, which highlights the hierarchical weight of policies in our modes of teaching when it consists of our primary occupation. El artículo presenta un estudio de investigación sobre historias profesionales en interfaces con las políticas de formación docente. El objetivo de la investigación parte de la prerrogativa de analizar las historias de los docentes y la reverberación de las políticas formativas en sus trayectorias formativas. Para ello, se dialogó teóricamente con los aportes de Nóvoa (1999) y Saviani (2009). Se analizaron las narrativas biográficas construidas a partir de entrevistas orales, destacando las categorías analíticas seguidas de la aplicación de un cuestionario semiestructurado, caracterizando este estudio cualitativo en el que se toman las narrativas de los subsidios al diálogo con elementos bibliográficos. Los hallazgos de esta investigación señalaron que las políticas de formación docente, la legislación vigente y las demandas sociales de un momento dado inciden directamente en las trayectorias individuales de los docentes, sin embargo estas políticas no se encuentran estandarizadas en las trayectorias formativas, ya que cada docente construye su historia. de las formas de recrear la cultura laboral. También se destacó que en la historia de la formación docente, dadas las condiciones objetivas de la razón práctica, la cultura profesional incorpora requisitos legales y formativos en muchas circunstancias de manera acrítica, justificando que la normativa sea incorporada y no cuestionada, lo que demuestra el peso jerárquico de las políticas en nuestras formas de ejercer la docencia cuando se trata de nuestra ocupación principal. O artigo apresenta um estudo investigativo sobre histórias profissionais em interfaces com as políticas de formação docente. O objetivo da pesquisa parte da prerrogativa de analisar histórias de professores e a reverberação das políticas formativas em seus percursos formativos. Para tanto, dialogou-se teoricamente com as contribuições de Nóvoa (1999) e Saviani (2009). As narrativas biográficas construídas a partir de entrevistas orais, foram analisadas destacando as categorias analíticas seguida da aplicação de questionário semiestruturado, caracterizando este estudo de natureza qualitativa em que se toma das narrativas os subsídios para dialogar com elementos bibliográficos. Os achados desta pesquisa sinalizou que as políticas de formação de professores, a legislação vigente e as demandas sociais de um determinado tempo influenciam diretamente nas trajetórias individuais dos professores, entretanto estas políticas não se uniformizam nos percursos formativos, uma vez que cada professor constrói sua história profissional a partir dos modos de recriação da cultura laboral. Destacou-se ainda que na história da formação docente, dada as condições objetivas da razão prática, a cultura profissional incorpora as exigências legais e formativas em muitas circunstâncias de forma acrítica, justificando que o normativo é pra ser incorporado e não questionado, o que evidencia o peso hierárquico das políticas em nossos modos de exercer a docência quando esta consiste em nossa ocupação primária. 2020-09-01 2022-03-18T19:30:47Z 2022-03-18T19:30:47Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/14359 10.22633/rpge.v24i3.14359 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66111 por eng https://periodicos.fclar.unesp.br/rpge/article/view/14359/9919 https://periodicos.fclar.unesp.br/rpge/article/view/14359/10384 Copyright (c) 2020 Revista on line de Política e Gestão Educacional https://creativecommons.org/licenses/by-nc-sa/4.0 application/pdf application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 24, n. 3, set./dez. (2020) ; 1615-1631 1519-9029 10.22633/rpge.v24i3 |
| spellingShingle | Histórias profissionais Políticas de formação Percursos formativos. Professional stories Formation Policies Formative pathways Historias profesionales Políticas de formación Cursos de formación Gondinho, Marta Rochelly Ribeiro Oliveira, Luisa Xavier de Martins, Maria da Conceição Rodrigues Professional stories: formation policies and teachers' formative pathways |
| title | Professional stories: formation policies and teachers' formative pathways |
| title_full | Professional stories: formation policies and teachers' formative pathways |
| title_fullStr | Professional stories: formation policies and teachers' formative pathways |
| title_full_unstemmed | Professional stories: formation policies and teachers' formative pathways |
| title_short | Professional stories: formation policies and teachers' formative pathways |
| title_sort | professional stories: formation policies and teachers' formative pathways |
| topic | Histórias profissionais Políticas de formação Percursos formativos. Professional stories Formation Policies Formative pathways Historias profesionales Políticas de formación Cursos de formación |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/14359 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66111 |