Biblioteca Digital de VanguardiaTeacher identity formation, socio-spatial representations and university autonomy : the complex case of a public university of Minas Gerais
This article aims to understand and analyze, in the context of teaching, the relational movement between identity formation and social representation of space. For this purpose, the case of the State University of Minas Gerais (UEMG) is used when the declaration of unconstitutionality of complementa...
| Autores principales: | , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual de Campinas
2020
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| Materias: | |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8655702 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69091 |
| _version_ | 1782335696772530176 |
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| author | Alves, Daniel Cardoso Sampaio, Andrecksa Viana Oliveira |
| author_facet | Alves, Daniel Cardoso Sampaio, Andrecksa Viana Oliveira |
| author_sort | Alves, Daniel Cardoso |
| collection | Repositorio |
| description | This article aims to understand and analyze, in the context of teaching, the relational movement between identity formation and social representation of space. For this purpose, the case of the State University of Minas Gerais (UEMG) is used when the declaration of unconstitutionality of complementary law nº. 100/2007. The argument that permeates this study is that teacher identity formation results from an unstable process intrinsically associated with the socio-cultural appropriation of spaces. With this understanding, a theoretical approach was sought between the conceptions of teacher identity and socio-spatial representation, made possible by the conceptual deepening of the categories territory, place and culture. As methodological procedures, in addition to the bibliographic review, documentary research was adopted in order to understand narratives and discourses from documentary sources (administrative, journalistic and electronic). The analysis of the content of these sources allowed a better understanding of the productions of sense to the context investigated. Among other contributions, the study showed that, in the face of the constant "making" of the teacher identity, the unveiling of state actions and the teacher-subject's awareness of the processes related to this "making" are essential for a liberating identity formation and, consequently, for the consolidation of the university as a territory / place increasingly closer to its genuine mission of social institution. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO69091 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2020 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO690912022-03-21T16:36:54Z Teacher identity formation, socio-spatial representations and university autonomy : the complex case of a public university of Minas Gerais Formación de identidad docente, representaciones socioespaciales y autonomía universitaria : el complejo caso de una universidad pública minera Formação de identidade docente, representações socioespaciais e autonomia universitária: o complexo caso de uma universidade pública mineira Alves, Daniel Cardoso Sampaio, Andrecksa Viana Oliveira Culture Space Formation Identity Social representation University Cultura Espacio Entrenamiento Identidad Representación social Universidad Cultura Espaço Formação Identidade Representação social Universidade This article aims to understand and analyze, in the context of teaching, the relational movement between identity formation and social representation of space. For this purpose, the case of the State University of Minas Gerais (UEMG) is used when the declaration of unconstitutionality of complementary law nº. 100/2007. The argument that permeates this study is that teacher identity formation results from an unstable process intrinsically associated with the socio-cultural appropriation of spaces. With this understanding, a theoretical approach was sought between the conceptions of teacher identity and socio-spatial representation, made possible by the conceptual deepening of the categories territory, place and culture. As methodological procedures, in addition to the bibliographic review, documentary research was adopted in order to understand narratives and discourses from documentary sources (administrative, journalistic and electronic). The analysis of the content of these sources allowed a better understanding of the productions of sense to the context investigated. Among other contributions, the study showed that, in the face of the constant "making" of the teacher identity, the unveiling of state actions and the teacher-subject's awareness of the processes related to this "making" are essential for a liberating identity formation and, consequently, for the consolidation of the university as a territory / place increasingly closer to its genuine mission of social institution. Este artículo tiene como objetivo comprender y analizar, en el contexto de la docencia, el movimiento relacional existente entre formación de identidad y representación social del espacio. Para ello, se utiliza el caso de la Universidad del Estado de Minas Gerais (UEMG), cuando de la declaración de inconstitucionalidad de la ley complementaria nº. 100/2007. La argumentación que permea este estudio es la de que la formación identitaria docente resulta de un proceso movedizo intrínsicamente asociado con la apropiación sociocultural de los espacios. Con tal entendimiento, se buscó una aproximación teórica entre las concepciones de identidad docente y representación socioespacial, viabilizada por la profundización conceptual de las categorías territorio, lugar y cultura. Como procedimientos metodológicos, además de la revisión bibliográfica, se adoptó la investigación documental, a fin de aprehender las narrativas y los discursos provenientes de fuentes documentales (administrativas, periodísticas y electrónicas). El análisis del contenido de estas fuentes posibilitó una mejor comprensión de las producciones de sentido al contexto investigado. Entre otras contribuciones, el estudio demostró que, ante el constante "hacerse" de la identidad docente, el desvelar de las acciones estatales y la toma de conciencia del profesor-sujeto sobre los procesos relacionados a ese "hacerse", son imprescindibles para una formación identitaria liberadora y, consecuentemente, para la consolidación de la universidad como un territorio/ lugar cada vez más cercano a su misión genuina de institución social. Este artigo tem como objetivo compreender e analisar, no contexto da docência, o movimento relacional existente entre formação de identidade e representação social do espaço. Para tanto, utiliza-se do caso da Universidade do Estado de Minas Gerais (UEMG), quando da declaração de inconstitucionalidade da lei complementar nº. 100/2007. A argumentação que permeia este estudo é a de que a formação identitária docente resulta de um processo movediço intrinsicamente associado com a apropriação sociocultural dos espaços. Com tal entendimento, buscou-se uma aproximação teórica entre as concepções de identidade docente e representação socioespacial, viabilizada pelo aprofundamento conceitual das categorias território, lugar e cultura. Como procedimentos metodológicos, além da revisão bibliográfica, adotou-se a pesquisa documental, a fim de apreender as narrativas e os discursos provenientes de fontes documentais (administrativas, jornalísticas e eletrônicas). A análise do conteúdo dessas fontes possibilitou uma melhor compreensão das produções de sentido ao contexto investigado. Dentre outras contribuições, o estudo demonstrou que, diante do constante “fazer-se” da identidade docente, o desvelar das ações estatais e a tomada de consciência do professor-sujeito sobre os processos relacionados a esse “fazer-se”, são imprescindíveis para uma formação identitária libertadora e, consequentemente, para a consolidação da universidade como um território/lugar cada vez mais próximo da sua missão genuína de instituição social. 2020-06-13 2022-03-21T16:36:54Z 2022-03-21T16:36:54Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto Texto https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8655702 10.20396/riesup.v7i0.8655702 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69091 por https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8655702/22485 https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8655702/22595 Copyright (c) 2021 Revista Internacional de Educação Superior https://creativecommons.org/licenses/by/4.0 application/pdf application/pdf Brazil; 2014-2018 Brasil; 2014-2018 Brasil; 2014-2018 Universidade Estadual de Campinas Revista Internacional de Educação Superior; Vol. 7 (2021): Rolling Pass; e021017 Revista Internacional de Educação Superior; Vol. 7 (2021): Publicación Contínua; e021017 Revista Internacional de Educação Superior; v. 7 (2021): Publicação Contínua; e021017 2446-9424 |
| spellingShingle | Culture Space Formation Identity Social representation University Cultura Espacio Entrenamiento Identidad Representación social Universidad Cultura Espaço Formação Identidade Representação social Universidade Alves, Daniel Cardoso Sampaio, Andrecksa Viana Oliveira Teacher identity formation, socio-spatial representations and university autonomy : the complex case of a public university of Minas Gerais |
| title | Teacher identity formation, socio-spatial representations and university autonomy : the complex case of a public university of Minas Gerais |
| title_full | Teacher identity formation, socio-spatial representations and university autonomy : the complex case of a public university of Minas Gerais |
| title_fullStr | Teacher identity formation, socio-spatial representations and university autonomy : the complex case of a public university of Minas Gerais |
| title_full_unstemmed | Teacher identity formation, socio-spatial representations and university autonomy : the complex case of a public university of Minas Gerais |
| title_short | Teacher identity formation, socio-spatial representations and university autonomy : the complex case of a public university of Minas Gerais |
| title_sort | teacher identity formation, socio-spatial representations and university autonomy : the complex case of a public university of minas gerais |
| topic | Culture Space Formation Identity Social representation University Cultura Espacio Entrenamiento Identidad Representación social Universidad Cultura Espaço Formação Identidade Representação social Universidade |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8655702 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69091 |