Trabalho, ideologia e a constituição do ser social: reflexões sobre a questão da identidade docente
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Data
2015-12
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Resumo
Throughout history the capitalist mode of production is structuring and developing itself with new
social, economic, political and cultural rearrangements that influence the various areas of human life,
including education and the establishment of teacher identity. The article presented here is part of a
theoretical and bibliographical research whose object is the teacher working and the objective is to
understand the constitution of teaching worker as a social human being, by historical, dialectical and
material analysis of concrete reality based on the following issues: how the organization of work in
the current capital stage will engendering and building the teacher identity? We seek to understand
that work is fundamental in the constitution of meanings and teacher’s sense of identity as a social being, combined with the identification and analysis of ideological mechanisms present in contradiction
of the split between capital, labor and education, which have major implications on teacher identity.
The construction of the identity comes from the objective relations articulated dialectically on the
relationship between individual and society. We start from the theoretical and epistemological
assumption that the work in the ontological conception, is the essence of the constitution of the social
and consequently worker identity, in the case of this research, teaching identity. Our research has shown
that, given the historical contradictions between capital and labor and work and education, work
currently teaching has been affected by ideological mechanisms increasingly complex, which in turn
greatly affect the subjectivity of teachers and the development of his social human being.
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Palavras-chave
Trabalho, Ideologia, Identidade docente, Work, Ideology, Teacher identity
Citação
DIAS JÚNIOR, Marcos Jerônimo; ROSA, Sandra Valéria Limonta. Trabalho, ideologia e a constituição do ser social: reflexões sobre a questão da identidade docente. Trabalho & Educação, Belo Horizonte, v. 24, n. 3, p. 105-122, set./dez. 2015.