Bom professor: refletindo aspectos teóricos e práticos
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2023-08-15
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa de mestrado se desenvolveu na Universidade Estadual Paulista “Júlio de Mesquita Filho”, na Faculdade de Ciências e Tecnologia (FCT/UNESP) no Programa de Pós-Graduação em Educação, na linha de pesquisa 4, denominada “Formação dos profissionais da Educação, Políticas Educativas e Escola Pública”, vinculado ao Grupo De Estudos E Pesquisas Sobre Escola Pública e Profissionais da Educação (GEPEPPE). Para a concretude da investigação, partimos do seguinte problema da pesquisa: “O que, de fato, é ser um bom professor”? O objetivo geral visou analisar o significado da expressão “bom professor”, a partir de investigação junto aos professores que atuam em uma escola pública dos anos iniciais do Ensino Fundamental I. Os objetivos específicos buscaram compreender e aprofundar as concepções acerca da expressão “Bom professor” em pesquisas acadêmicas; discutir a função do professor nos anos iniciais do Ensino Fundamental na Escola Pública; identificar convergências e divergências entre as concepções dos professores e os pressupostos teóricos. Nesse contexto, a investigação ocorreu por meio de uma abordagem qualitativa e da realização de pesquisa bibliográfica, bem como da pesquisa empírica através da aplicação de 20 (vinte) questionários destinados aos professores e, posteriormente, houve a realização de 3 (três) entrevistas reflexivas junto aos docentes participantes da pesquisa. Os resultados revelaram que, silenciando as dimensões ética, estética e política, o trabalho educativo dos professores está imbuído da dimensão técnica do fazer docente e que nos momentos de reflexão e narrativas acerca de sua própria prática, os elementos para se considerarem bons professores são predominantemente técnicos, pautados pelo domínio dos conteúdos a serem trabalhados. Entretanto, no decorrer da pesquisa, concluímos que o bom professor está imerso em um universo de contradições que atingem diretamente o trabalho educativo que ele desenvolve ao longo de sua jornada.
This master's research was conducted at São Paulo State University "Júlio de Mesquita Filho", at the Faculty of Sciences and Technology (FCT/UNESP) in the Graduate Program in Education, within research line 4, named "Formation of Education Professionals, Educational Policies, and Public Schools," linked to the Study and Research Group on Public Schools and Education Professionals (GEPEPPE). To accomplish this investigation, we started from the following research problem: "What does it truly mean to be a good teacher?" The overall objective aimed to analyze the meaning of the expression "good teacher," based on research conducted with teachers working in a public elementary school, specifically in the early years of Elementary Education. The specific objectives sought to understand and deepen the conceptions about the expression "good teacher" in academic research; discuss the role of teachers in the early years of Elementary Education in public schools; identify convergences and divergences between teachers' conceptions and theoretical assumptions. In this context, the investigation was carried out through a qualitative approach and the execution of bibliographic research, as well as empirical research through the application of 20 questionnaires to teachers. Subsequently, 3 reflective interviews were conducted with the participating teachers. The results revealed that, by silencing the ethical, aesthetic, and political dimensions, teachers' educational work is imbued with the technical dimension of teaching practices. During moments of reflection and narratives about their own practice, the elements that teachers consider to be indicators of being good teachers are predominantly technical, based on the mastery of the content to be taught. However, throughout the research, it was concluded that a good teacher is immersed in a universe of contradictions that directly affect the educational work they carry out throughout their journey.
This master's research was conducted at São Paulo State University "Júlio de Mesquita Filho", at the Faculty of Sciences and Technology (FCT/UNESP) in the Graduate Program in Education, within research line 4, named "Formation of Education Professionals, Educational Policies, and Public Schools," linked to the Study and Research Group on Public Schools and Education Professionals (GEPEPPE). To accomplish this investigation, we started from the following research problem: "What does it truly mean to be a good teacher?" The overall objective aimed to analyze the meaning of the expression "good teacher," based on research conducted with teachers working in a public elementary school, specifically in the early years of Elementary Education. The specific objectives sought to understand and deepen the conceptions about the expression "good teacher" in academic research; discuss the role of teachers in the early years of Elementary Education in public schools; identify convergences and divergences between teachers' conceptions and theoretical assumptions. In this context, the investigation was carried out through a qualitative approach and the execution of bibliographic research, as well as empirical research through the application of 20 questionnaires to teachers. Subsequently, 3 reflective interviews were conducted with the participating teachers. The results revealed that, by silencing the ethical, aesthetic, and political dimensions, teachers' educational work is imbued with the technical dimension of teaching practices. During moments of reflection and narratives about their own practice, the elements that teachers consider to be indicators of being good teachers are predominantly technical, based on the mastery of the content to be taught. However, throughout the research, it was concluded that a good teacher is immersed in a universe of contradictions that directly affect the educational work they carry out throughout their journey.
Descrição
Palavras-chave
Bom professor, Docência nos anos iniciais, Escola Pública, Good teacher, Teaching in the early years, Public school
Como citar
Santos, Gislaine A. S.