Profissionalização docente: sentidos discursivos na produção de conhecimento
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2020-04-30
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Universidade Federal de Goiás
Resumo
This work is linked to the research line “Training, Teacher Professionalization and Educational
Work”, of the Graduate Program in Education / UFG. She is part of Redecentro - Network of
researchers on teachers from the Midwest / Brazil and has as research theme the professionalization
of teachers. In research, try to answer the following questions: What are the conceptions about
teaching professionalization that can be identified in Anped's production? What are the discursive
meanings in Anped's academic production? Would it be possible to identify or ideologically
position researchers from the identified production? With the general objective of understanding
the discursive meanings attributed to the professionalization of teachers in the production of
ANPEd, in the period 2012-2017; and as specified objectives, to understand a Brazilian public
university as a privilege of training, teaching professionalization and production of scientific
knowledge; understand teacher education and professionalization in Brazil in its historical, political
and social aspects. As the Meetings of the National Association of Graduate Studies and Research
in Education - ANPEd represent the largest meeting of researchers in the educational area, we
question the discursive meaning on the theme - professionalization, present in the published
productions. It is a bibliographical and documentary research, based on the method of Dialectical
Historical Materialism (MHD). Throughout the chapters, the repercussions of the most recent
educational reforms on the public university and on education, training and professional training
are discussed. What stands out is that the more the social function of teachers is compromised,
through their training and professionalization, the more their awareness process of social subjects
is compromised, which gradually distances society from equitable and fair relational forms.
Through the analysis of the data, it is understood that the discursive meaning of the term
professionalization, associated with the cited authors and the clippings of the text, is associated
with an epistemological basis, here understood as “criticism against hegemony”. Through the work
it was also possible to identify a shortage of academic production on the theme. We understand
that this material becomes formative of consciences, influencing how teachers think their
performance.
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Citação
Lima, M. N. P. Profissionalização docente: sentidos discursivos na produção de conhecimento. 2020. 144 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2020.