A constituição da docência no curso de formação em Educação Física : os modos de ser, saber e poder ser professor
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Data
2015-10-29
Autores
Souza, Adrielle Lopes de
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Editor
Universidade Federal do Espírito Santo
Resumo
The constitution of teacher identity is a process that involves a whole life story.
In the case of higher education teachers, it is observed that the process of
becoming a university professor implies singularities and subjectivities, which
sometimes turn away, now approaching, according to the formation of origin of
these teachers. Thus, this study aimed to understand how the teachers who
work in the courses of Physical Education, the Center for Physical Education
and Sports of the Federal University of Espirito Santo (CEFD / UFES), recall
their teaching establishment and how to understand their process to become a
professor of higher education. To this end, the narratives of the life histories of
the participating teachers were used. The sample that participated in this
research consisted of five teachers, entering the last five years of the effective
framework of CEFD / UFES. To analyze the narratives of employee’s teachers,
it was revealed that teachers address the conceptions of teaching so that
acknowledge the different dynamics and joints to reflect on their own
professional practices. Through narratives, teachers are faced with a multitude
of elements that were perceived from their life stories. Emerged three areas of
discussion: the ways of "being a teacher"; ways of "knowing-be teacher" and
ways to "be able to be a teacher." It is concluded that the three axes of analysis
are connected and make up the actual construction of teacher identity.
Regarding ways of "being a teacher" refers to becoming a teacher, including
teaching as a lived career, a career that cannot be learned from a unique
experience only or through specific training, but as a process under
construction, based on diverse experiences and social relationships built up
over the life of the university teacher. On ways of "how to be a teacher" are
related to the aspects that make up the university teaching, taking into account
the pedagogical knowledge, involving the training and the professional
experience of university teachers. In turn, the modes of "power to be a teacher"
are the challenges of the profession, the difficulties encountered with the
intensification of teachers' work, and the lack of time for activities in their spare
time. So it is hoped that this research will enable autoaffirmatives times, causing
reflections on the life story of academics, contributing to the understanding of
his teaching establishment.
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Palavras-chave
Teaching , Higher Education , Physical Education , Biography , Docência , Ensino Superior , Educação Física , Biografia