Professores de língua portuguesa e educação do campo: memórias e identidades

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Data
2024-09-27
Autores
Oliveira, Josiléia Curty de
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Universidade Federal do Espírito Santo
Resumo
This research investigates the constitution of the identity of Portuguese language teachers in schools serving students from rural areas in the municipality of Alegre/ES. It is linked to the Teaching, Curriculum and Cultural Processes within Graduate Program in Education at the Federal University of Espírito Santo and developed in the Cultures, Partnerships and Countryside Education research group. The study problematizes how Portuguese language teachers construct their teaching identities, considering account current educational policies, the reality of state schools and the particularities of rural contexts. The investigative processes are guided by the methodology of oral life history (Meihy; Seawright, 2021; Portelli, 2016) and the approach in qualitative research in education (Lüdke; André, 1986; Fichtner et al., 2020; Brandão, Foerste e Gerke, 2023), considering the personal, subjective and professional nature of teaching. This study analyzes the teachers' life stories (Huberman, 2013) and the constitution of the teaching professional identity (Dubar, 1997, 2009; Nóvoa, 2013, 2023; Tardif, 2014), within the scope of Rural Education and the training of its professionals (Arroyo, 2007, 2008, 2012, 2015, 2018, 2019). For theoretical foundation, dialogue was sought with the concepts of narratives, memories and experience of Benjamin (1994) and Bosi (2023); and formative conceptions and teaching identities, based on Freire (1967, 2001 [1968] 2023, [1996] 2024) and Nóvoa (2013, 2017, 2023). The results showed that the teachers' personal experiences, such as socioeconomic difficulties in childhood, inspiration from figures such as mothers and teachers, and migration from the countryside to the city in search of better conditions, have a significant impact on the formation of the personal and professional identity of the teachers. Teachers indicated that they felt a lack of depth in specific content, teaching methodologies and internships in initial training, while continuing education was criticized for being selfinstructive, online and disconnected from the reality of the classroom. Professional socialization throughout the career filled gaps left by initial training and support and reception at the beginning of the career were fundamental, as its absence left negative marks. Teaching challenges included the lack of specific training to deal with rural students, use of cell phones during classes, abundance of information and superficiality of students' in-depth knowledge, standardized curricula and focus on skills and results, and superficial knowledge in Countryside Education, highlighted the urgent need to implement public educational policies in teacher training to serve rural students. Emotional overload, lack of recognition and administrative concerns such as the focus on proficiency showed disinvestment in the career, however, the commitment and joy of teaching prevail despite the challenges and difficulties. This thesis concludes, with this thesis working, that the professional trajectory of teachers is a continuous construction of identity based on their experiences, culture and history. However, the constitution of the professional identity of Portuguese language teachers, who work in rural contexts in the municipality of Alegre/ES, is conditioned by the restriction of autonomy and in the practice of exercise the teaching profession, as a result of the regulatory educational policies of the capitalist system.
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Educação do campo , Formação de Professores , História de vida
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