Experience and identities in re-construction
The objective of the current research seeks at understanding how affects the knowledge re-construction, the professional action and the reconstitution of the teaching identity, the changes that have taken place in the last decades, the educational policies, the legislation, institutional ch...
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| Format: | Online |
| Language: | por |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2020
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| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11928 |
| _version_ | 1801706219731156992 |
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| author | Sarmento, Teresa Martins, Rosana Maria Albuquerque Rocha, Simone Leal da Costa, Conceição |
| author_facet | Sarmento, Teresa Martins, Rosana Maria Albuquerque Rocha, Simone Leal da Costa, Conceição |
| author_sort | Sarmento, Teresa |
| collection | OJS |
| description | The objective of the current research seeks at understanding how affects the knowledge re-construction, the professional action and the reconstitution of the teaching identity, the changes that have taken place in the last decades, the educational policies, the legislation, institutional changes, agreements, and the personal and professional experiences of each teacher. Originality: among the four dimensions that the project addresses (teaching development, experience, interactions and inclusion into organizations), we selected the approach of experience, focusing on the joint of knowledge of practice and professional identity. The method: The narrative research has researchers from the universities of Minho-Pt, Évora-Pt and UFR / UFMT / Br. As strategy, we opted to constitute the research corpus with narratives from three teachers of children. One from Brazil and two from Portugal, with 20 to 30 years of teaching practice. The question is, what are the most significant learnings identified by teachers? How is experience constituted as professional development? What experiences with children do teachers report as the most significant? To conclude, research shows that interactions with children, professional peers, and communities are the main pillar for the (re) construction of professional identities. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11928 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | por |
| publishDate | 2020 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-119282023-09-06T20:33:48Z Experience and identities in re-construction Experiencia e identidades en (re)construcción Experiência e identidades em (re)construção Sarmento, Teresa Martins, Rosana Maria Albuquerque Rocha, Simone Leal da Costa, Conceição Biographical narratives; teaching development; teaching experience; professional identity; educational interactions. Narrativas biográficas; formación. experiencia docente; identidad profesional; interacciones educativas. Narrativas biográficas; formação; experiência docente; interação educativa; identidade profissional. The objective of the current research seeks at understanding how affects the knowledge re-construction, the professional action and the reconstitution of the teaching identity, the changes that have taken place in the last decades, the educational policies, the legislation, institutional changes, agreements, and the personal and professional experiences of each teacher. Originality: among the four dimensions that the project addresses (teaching development, experience, interactions and inclusion into organizations), we selected the approach of experience, focusing on the joint of knowledge of practice and professional identity. The method: The narrative research has researchers from the universities of Minho-Pt, Évora-Pt and UFR / UFMT / Br. As strategy, we opted to constitute the research corpus with narratives from three teachers of children. One from Brazil and two from Portugal, with 20 to 30 years of teaching practice. The question is, what are the most significant learnings identified by teachers? How is experience constituted as professional development? What experiences with children do teachers report as the most significant? To conclude, research shows that interactions with children, professional peers, and communities are the main pillar for the (re) construction of professional identities. El objetivo de la presente investigación es comprender cómo afectan la (re)construcción del conocimiento, la acción profesional y la (re)constitución de la identidad docente, los cambios ocurridos en las últimas décadas, las políticas educativas, la legislación, los cambios institucionales, los acuerdos y las experiencias personales y profesionales de cada profesor. Originalidad: entre las cuatro dimensiones que aborda el proyecto (capacitación, experiencia, interacciones e inserción en las organizaciones), seleccionamos la abordagen de la experiencia, focando la articulación entre el conocimiento de la práctica y la identidad profesional. Método: La investigación narrativa cuenta con investigadores de las universidades de Minho-Pt, Évora-Pt y UFR / UFMT / Br. Como estratégia optamos por constituir lo corpus de la investigación con narraciones de tres maestros de niños, uno de Brasil y dos de Portugal, con 20 a 30 años de práctica docente. La pregunta es: ¿Cuáles son los aprendizajes más significativos identificados por los maestros? ¿Cómo se constituye la experiencia como formación profesional? ¿Qué experiencias con los niños informan los maestros como las más significativas? En conclusión, la investigación demuestra que las interacciones con niños, pares profesionales y comunidades son el pilar principal para la (re) construcción de identidades profesionales. El objetivo as céleres mudanças do mundo contemporâneo requerem dos professores novos saberes, teorias, experiências e valores que lhes permitam (re)ver e transformar suas práticas, na complexa tarefa de melhorar a qualidade social da educação, o que passa necessariamente pela formação e pela experiência profissional. Este cenário motivou a presente pesquisa objetivando compreender como repercutem na (re)construção de saberes, na ação profissional e na (re)constituição da identidade docente, as alterações ocorridas nas últimas décadas, as políticas educacionais, legislação, alterações e mudanças institucionais, acordos internacionais e, sobretudo, as experiências pessoais e profissionais de cada docente. Originalidade: Entre as quatro dimensões que o projeto aborda - formação, experiência, interações e inserção em organizações – selecionou-se para este texto a experiência, enquanto constitutiva dos saberes da prática e da identidade profissional. Método: A pesquisa conta com investigadoras das Universidades do Minho-Pt, de Évora-Pt e da UFR/UFMT/Br. Como estratégia: O corpus da pesquisa constitui-se de narrativas de três professores de crianças, uma do Brasil e duas de Portugal, com 20 a 30 anos de ação/prática docente, considerados como bons professores pela comunidade profissional. Questiona-se: Quais as aprendizagens mais significativas identificadas pelos professores e como as relacionam à experiência profissional? Como é que a experiência se constitui como formação profissional? Quais as experiências com crianças que os professores reportam como mais significativas? A pesquisa comprova que, independentemente de qual o lado do Atlântico em que se esteja, as interações com as crianças, com os pares profissionais e com as comunidades, constituem o pilar principal para a (re)construção das identidades profissionais. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2020-10-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11928 10.19053/01227238.11928 Revista Historia de la Educación Latinoamericana; Vol. 22 No. 35 (2020): Maria Elena Moyano Revista Historia de la Educación Latinoamericana; Vol. 22 Núm. 35 (2020): Maria Elena Moyano 2256-5248 0122-7238 por https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11928/10441 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11928/10415 Copyright (c) 2020 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | Biographical narratives; teaching development; teaching experience; professional identity; educational interactions. Narrativas biográficas; formación. experiencia docente; identidad profesional; interacciones educativas. Narrativas biográficas; formação; experiência docente; interação educativa; identidade profissional. Sarmento, Teresa Martins, Rosana Maria Albuquerque Rocha, Simone Leal da Costa, Conceição Experience and identities in re-construction |
| title | Experience and identities in re-construction |
| title_alt | Experiencia e identidades en (re)construcción Experiência e identidades em (re)construção |
| title_full | Experience and identities in re-construction |
| title_fullStr | Experience and identities in re-construction |
| title_full_unstemmed | Experience and identities in re-construction |
| title_short | Experience and identities in re-construction |
| title_sort | experience and identities in re construction |
| topic | Biographical narratives; teaching development; teaching experience; professional identity; educational interactions. Narrativas biográficas; formación. experiencia docente; identidad profesional; interacciones educativas. Narrativas biográficas; formação; experiência docente; interação educativa; identidade profissional. |
| topic_facet | Biographical narratives; teaching development; teaching experience; professional identity; educational interactions. Narrativas biográficas; formación. experiencia docente; identidad profesional; interacciones educativas. Narrativas biográficas; formação; experiência docente; interação educativa; identidade profissional. |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11928 |
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