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Doctoral Thesis
DOI
https://doi.org/10.11606/T.8.2021.tde-20042021-205906
Document
Author
Full name
Nelagley Marques
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2020
Supervisor
Committee
Mór, Walkyria Maria Monte (President)
Maciel, Ruberval Franco
Pinto, Maria Leda
Souza, Lynn Mario Trindade Menezes de
Title in Portuguese
Quem quer ser professor? Mobilizando saberes e construindo sentidos sobre a carreira docente no Estado de Mato Grosso do Sul
Keywords in Portuguese
Carreira docente
Decolonialidade
Letramentos
Políticas Públicas Educacionais
Pós-estruturalismo
Abstract in Portuguese
Este estudo é uma ação de pesquisa colaborativa entre a Secretaria Estadual de Mato Grosso do Sul - SED/MS, professores do Ensino Superior e Médio, técnicos da SED/MS, alunos concluintes do Ensino Médio de escolas públicas estaduais de MS, e a pesquisadora. Busquei investigar a construção de sentidos sobre a carreira docente, bem como o interesse ou não em ser professor com suas justificativas. Além disso, o Modus Operandi que orientou o processo de discussão e análise dos dados teve como propósito tornar visível as forças que direcionam as escolhas profissionais dos participantes envolvidos, em contextos histórico e situado, focando em como o neoliberalismo e o Estado operam no sentido de afetar essa escolha. A pesquisa de natureza quanti-qualitativa abrangeu 75 municípios de MS, 211 unidades escolares públicas estaduais de MS, e 7.894 alunos. As discussões e análises dos dados gerados tiveram as contribuições das teorizações Pós-estruturalistas, Decoloniais, dos Letramentos e Neoliberais. De modo geral, os participantes da pesquisa manifestaram grande respeito pela profissão de professor, assim como a consideraram de muita responsabilidade, compreendendo a relevância do professor na sociedade e na formação holística dos sujeitos. Apesar de afirmarem o valor do professor na sociedade, uma parcela significativa (63,38%) alegou que em nenhum momento pensou em ser professor. Todavia, a pesquisa constatou que o fato da maioria dos alunos participantes que nunca pensou em se formar professor quando responderam ao questionário de pesquisa, pode não implicar que esses mesmos participantes mudem de interesse, e venham a se formar professores ao longo de sua trajetória profissional, pois novas oportunidades podem se abrir, ao considerar que estamos em constante processo de formação, construção e aprendizagem.
Title in English
Who wants to be a teacher? Mobilizing knowledge and constructing meaning about the teaching career in the State of Mato Grosso do Sul
Keywords in English
Decoloniality
Literacies
Post-structuralism
Public Education Policies
Teaching career
Abstract in English
This study is a collaborative research action involving the State Board of Education of the State of Mato Grosso do Sul, Brasil - SED/MS, High School teachers, College professors, technicians from SED/MS, High School graduates from state public schools, and the researcher. I sought to investigate the construction of what the teaching career means, as well as the interest or not in becoming a teacher and the reasons as to why/why not. In addition, the Modus Operandi that guided the process of discussion and analysis of the data aimed at disclosing the causes that influenced the professional choices of the participants involved, in historical and situational contexts, focusing on how Neoliberalismo and the State operate to affect choices. The quanti-qualitative research covered 75 municipalities in the State of Mato Grosso do Sul, Brazil, 211 state public school units in MS, and 7.894 students. The discussions and analyzes of the data which was generated received contributions of Post-structuralist, Decolonial, Literacy and Neoliberal theorizations. In general, the research participants expressed great respect for the teaching profession and considered it to be of great responsability. They understood the relevance of the teacher to society and in the holistic formation of the subjects. Despite acknowledging the value of the teacher in society, a significant portion of the subjects (63.38%) claimed that they never thought about becoming a teacher. The research found that most of the participating students never considered becoming a teacher up to the time of the research. However, this does not imply that they will never train to become teachers as part of their careers as opportunities arise. After all, each one of us is subjected to a constant process of formation, construction and learning.
 
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Publishing Date
2021-04-20
 
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