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Políticas Educacionais, Regulação Educativa E Trabalho Docente: Representações Sociais De Professores Iniciantes
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ens, Romilda Teodora Gisi, Maria Lourdes Eyng, Ana Maria Donato, Sueli Pereira |
| Copyright Year | 2013 |
| Abstract | A reflexao problematiza o trabalho docente sob influencia das esferas politica, economica, social e cultural, submetendo-o a regulacao decorrente das reformas educacionais implementadas no Brasil nas ultimas decadas. A analise objetiva identificar tracos da regulamentacao educacional presente nas representacoes sociais de professores iniciantes. A coleta de dados foi realizada em 14 escolas, mediante entrevista individual gravada e transcrita, com 42 professores iniciantes de 7 dos 9 Nucleos Regionais de Ed쫊o de Curitiba. Na configuracao da discussao sao considerados os seguintes aspectos: 1. O trabalho do professor: novas demandas e desafios antigos, com referencia em Paro (2012), Saviani (1986), Novoa (1995); 2. Regulacao educativa e trabalho do professor, com referencia em Maroy e Dupriez (2000), Augusto (2011), Oliveira (2003), Lessard (2008), Novoa (1995); 3. Representacoes sociais de professores iniciantes sobre: 1. Estar preparado para lidar com a realidade da sala de aula; 2. Contribuicao da formacao inicial diante dos desafios da insercao profissional na escola contemporânea. Nas representacoes analisadas sao identificados tracos de desvalorizacao, precariedade das condicoes de trabalho docente, indicando a percepcao de contradicoes e tensoes face a complexificacao das determinacoes do contexto e das politicas educacionais, alem de aspectos da regulacao politica, de fatores historicos e sociais, economicos e culturais que definem o modelo de formacao e condicoes de trabalho docente. Palavras-chave: Politicas Educacionais. Trabalho Docente. Representacoes Sociais. Professor Iniciante. Education policy, educational regulation and teaching job: social representations of beginner teachers Abstract The reflection questions the teacher work under the influence of political, economic, social and cultural aspects, subjecting it to regulation due to the educational reforms implemented in Brazil in recent decades. The analysis aims to identify traces of these educational regulations in the social representations of beginner teachers. Data collection was conducted in 14 schools through individual interviews recorded and transcribed, with 42 beginner teachers 7 of 9 Regional Centers of Education Curitiba. In the configuration of the discussion the following aspects were considered:1. The teacher's work: new demands and old challenges, with reference in Paro (2012), Saviani (1986), Novoa (1995) 2. Educational regulation and teacher work, with reference to Maroy Dupriez (2000), Augustus (2011), Oliveira (2003), Lessard (2008), Novoa (1995) 3. Social representations of beginner teachers about: To be prepared to deal with the reality of the classroom. Initial formation contribution to face the challenges / learning posed by employability in contemporary school. In the representations analyzed are identified traces of devaluation, precarious conditions of teachers' work, indicating the perception of contradictions and tensions due to the complexity of the context and determination of educational policies, besides aspects of regulatory policy, as the historical and social factors, economic and cultural define the model of training and working conditions of teachers. Key words: Educational Policies. Teaching Work. Social Representations. Beginner Teacher. |
| Starting Page | 24 |
| Ending Page | 43 |
| Page Count | 20 |
| File Format | PDF HTM / HTML |
| DOI | 10.5935/reeduc.v10i22.720 |
| Volume Number | 10 |
| Alternate Webpage(s) | http://revistaadmmade.estacio.br/index.php/reeduc/article/download/720/400 |
| Alternate Webpage(s) | https://doi.org/10.5935/reeduc.v10i22.720 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
