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Abstract(s)
A profissão docente é pautada por períodos com formas de
estar na carreira docente diferenciadas e motivadas por
questões associadas à identidade do professor, ao
desenvolvimento profissional, às políticas educativas, à cultura
docente, ao clima de escola e à cultura organizativa da
instituição. A atual crise e mal estar que paira sobre a classe
docente deixa poucas dúvidas sobre a necessidade de mudança
do sistema educativo. Na tentativa de entender a identidade
profissional dos docentes, seus sentimentos e atitudes,
aplicamos um questionário aberto, com caraterísticas
autobiográficas, destinado a professores do terceiro ciclo do
ensino básico e do ensino secundário na escola pública,
centrado na evocação de etapas da carreira profissional, o
início da profissão, o episódio mais marcante da mesma e a
forma como hoje vivem a profissão. A natureza do estudo foi
qualitativa na tentativa de compreender as percepções e
representações dos professores inquiridos. A amostra que foi
possível construir reúne 62 professores e 186 textos por estes
produzidos. A informação fornecida pelos professores foi
catalogada em categorias e subcategorias de modo a permitir a
interpretação dos dados. Os elementos recolhidos transmitem a
insatisfação e desilusão dos professores face à crise educativa
que se atravessa e parecem deixar que esta influencie as suas
práticas profissionais e que incentive a um alheamento de
projetos de melhoria.
The teaching profession is defined by periods of time with different ways of being in the teaching carrer, motivated by issues related to teacher identity, professional development, educational policies, teacher culture, school environment and the institution's organizational culture. The current crisis and lingering malaise on teachers leaves little doubt about the need to change the education system. In an attempt to understand the professional identity of teachers, their feelings and attitudes, we applied an open questionnaire with autobiographical features to public school teachers of the third cycle of basic education and of secondary education, focusing on carreer stages, its beginning, its most remarkable episode, and their current feelings on teaching. This was a qualitative study in order to try to understand the perceptions and representations of the surveyed teachers. The sample gathers 62 teachers and 186 texts produced by them. The information provided by teachers was organized into categories and subcategories, allowing the interpretation of the data. Evidence gathered convey the dissatisfaction and disillusionment of teachers towards the current educational crisis, seeming to let this crisis influence their professional practices, and encourage a detachment from improvement projects.
The teaching profession is defined by periods of time with different ways of being in the teaching carrer, motivated by issues related to teacher identity, professional development, educational policies, teacher culture, school environment and the institution's organizational culture. The current crisis and lingering malaise on teachers leaves little doubt about the need to change the education system. In an attempt to understand the professional identity of teachers, their feelings and attitudes, we applied an open questionnaire with autobiographical features to public school teachers of the third cycle of basic education and of secondary education, focusing on carreer stages, its beginning, its most remarkable episode, and their current feelings on teaching. This was a qualitative study in order to try to understand the perceptions and representations of the surveyed teachers. The sample gathers 62 teachers and 186 texts produced by them. The information provided by teachers was organized into categories and subcategories, allowing the interpretation of the data. Evidence gathered convey the dissatisfaction and disillusionment of teachers towards the current educational crisis, seeming to let this crisis influence their professional practices, and encourage a detachment from improvement projects.
Description
Keywords
Identidade docente Desenvolvimento profissional docente Cultura docente Mal estar docente Políticas educativas Teacher identity Teacher professional development Teaching culture Teacher malaise Educational policies