Professores iniciantes: as configurações subjetivas dos egressos de cursos de pedagogia inseridos em escolas públicas no estado de são paulo
Data
2024-05-27
Autores
Souza, Robinson Jacintho de 
Orientadores
Silvestre, Magali Aparecida
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta tese de doutorado focaliza a investigação sobre as configurações subjetivas das docências, especialmente de professores no início de suas carreiras nas escolas públicas do município de Suzano. Ela se insere em um contexto de pesquisa mais amplo e busca responder ao seguinte problema: quais configurações subjetivas constituem a subjetividade dos professores iniciantes em meio à organização espacial e territorial de escolas públicas em região de vulnerabilidade social do Alto Tietê/Cabeceiras, no Estado de São Paulo? Assim, analisaremos a dinâmica constitutiva da configuração subjetiva desde algumas dimensões do professor iniciante em suas múltiplas relações, a saber: 1) a dimensão da subjetividade docente (González Rey, 1996, 1997, 2000, 2001, 2003, 2004, 2005, 2012, 2013, 2015; Mitjáns Martínez, 2005, 2020 entre outros); 2) a dimensão do início de carreira (Marcelo Garcia, 1999, 2009a, 2009b; Huberman, 1995; Veenman, 1984; Papi 2014, 2018, 2019, 2020 e 2021; Papi e Carvalho, 2013; Papi e Martins 2009, 2010 e 2014 entre outros); 3) a dimensão do trabalho e profissionalidade (Curado Silva, 2017, 2018; silva cruz, 2017; Marx 2004, 2008 e 2013, Philippot, 2008 entre outros); e 4) a dimensão do espaço, território e vulnerabilidade social (Harvey, 2005; Lefebvre, 2006; Santos, 2020; Haesbaert, 2004; Pizarro, 2001 entre outros, como mediadores teóricos e simbólicos, que ofereceram perspectivas para entender as produções subjetivas dos professores e como ela influencia a prática docente). Assumimos, portanto, a compreensão da teoria da subjetividade de González Rey (2017), que interpreta o sujeito como capaz de gerar espaço próprio de subjetivação em suas diferentes atividades-relações e adotamos a metodologia-construtivo interpretativa alicerçados na epistemologia qualitativa do mesmo autor (González Rey, 1997, 2011, 2017, 2019; González Rey e Mitjáns Martínez, 2017). A tese, portanto, sustenta que as práticas pedagógicas das professoras analisadas são profundamente influenciadas por suas experiências individuais e interações emocionais-simbólicas, o que configura uma subjetividade que vai além do saber adquirido em sua formação inicial. Questionando perspectivas convencionais que priorizam exclusivamente competências técnicas, este estudo realça a docência como uma vivência subjetiva enraizada nas experiências de vida dos professores. Por meio da metodologia adotada, foi possível perceber como vivências e emoções dos docentes moldam de maneira significativa sua atuação profissional. Assim, a tese defende uma abordagem na formação de professores que reconhece e incorpora a subjetividade, pleiteando a inclusão das dimensões emocionais e afetivas nos processos formativos para contribuir ainda mais com o desenvolvimento profissional de educadores
This doctoral thesis focuses on the investigation of the subjective configurations of teaching, especially for teachers at the beginning of their careers in public schools in the municipality of Suzano. It is part of a broader research context and seeks to answer the following problem: What subjective configurations constitute the subjectivity of novice teachers amidst the spatial and territorial organization of public schools in a socially vulnerable region of Alto Tietê/Cabeceiras, in the State of São Paulo? Thus, we will analyze the constitutive dynamics of subjective configuration from some dimensions of the beginning teacher in their multiple relationships, namely: 1) the dimension of teaching subjectivity (González Rey, 1996, 1997, 2000, 2001, 2003, 2004, 2005, 2012, 2013, 2015; Mitjáns Martínez, 2005, 2020 among others); 2) the dimension of career beginning (Marcelo Garcia, 1999, 2009a, 2009b; Huberman, 1995; Veenman, 1984; Papi 2014, 2018, 2019, 2020 and 2021; Papi and Carvalho, 2013; Papi and Martins 2009, 2010 and 2014 among others); 3) the dimension of work and professionalism ( Curado Silva, 2017, 2018; Silva Cruz, 2017; Marx 2004, 2008 and 2013, Philippot, 2008 among others); and 4) the dimension of space, territory, and social vulnerability (Harvey, 2005; Lefebvre, 2006; Santos, 2020; Haesbaert, 2004; Pizarro, 2001 among others, as theoretical and symbolic mediators, offering perspectives to understand the subjective productions of teachers and how this influences teaching practice). Therefore, we assume the understanding of the Theory of Subjectivity of González Rey (2017), which interprets the subject as capable of generating their own space of subjectivation in their different activities-relationships and we adopt the Constructive-Interpretative Methodology grounded in the same author's Qualitative Epistemology (González Rey, 1997, 2011, 2017, 2019; González Rey and Mitjáns Martínez, 2017). The thesis, therefore, argues that the pedagogical practices of the teachers analyzed are deeply influenced by their individual experiences and emotional interactions, which constitutes a subjectivity that goes beyond the knowledge acquired in their initial training. Questioning conventional perspectives that exclusively prioritize technical competencies, this study highlights teaching as a subjective experience rooted in the life experiences of teachers. Through the adopted methodology, it was possible to see how teachers' experiences and emotions significantly shape their professional performance. Thus, the thesis advocates for an approach in teacher training that recognizes and incorporates subjectivity, arguing for the inclusion of emotional and affective dimensions in the training processes to further contribute to the professional development of educators
This doctoral thesis focuses on the investigation of the subjective configurations of teaching, especially for teachers at the beginning of their careers in public schools in the municipality of Suzano. It is part of a broader research context and seeks to answer the following problem: What subjective configurations constitute the subjectivity of novice teachers amidst the spatial and territorial organization of public schools in a socially vulnerable region of Alto Tietê/Cabeceiras, in the State of São Paulo? Thus, we will analyze the constitutive dynamics of subjective configuration from some dimensions of the beginning teacher in their multiple relationships, namely: 1) the dimension of teaching subjectivity (González Rey, 1996, 1997, 2000, 2001, 2003, 2004, 2005, 2012, 2013, 2015; Mitjáns Martínez, 2005, 2020 among others); 2) the dimension of career beginning (Marcelo Garcia, 1999, 2009a, 2009b; Huberman, 1995; Veenman, 1984; Papi 2014, 2018, 2019, 2020 and 2021; Papi and Carvalho, 2013; Papi and Martins 2009, 2010 and 2014 among others); 3) the dimension of work and professionalism ( Curado Silva, 2017, 2018; Silva Cruz, 2017; Marx 2004, 2008 and 2013, Philippot, 2008 among others); and 4) the dimension of space, territory, and social vulnerability (Harvey, 2005; Lefebvre, 2006; Santos, 2020; Haesbaert, 2004; Pizarro, 2001 among others, as theoretical and symbolic mediators, offering perspectives to understand the subjective productions of teachers and how this influences teaching practice). Therefore, we assume the understanding of the Theory of Subjectivity of González Rey (2017), which interprets the subject as capable of generating their own space of subjectivation in their different activities-relationships and we adopt the Constructive-Interpretative Methodology grounded in the same author's Qualitative Epistemology (González Rey, 1997, 2011, 2017, 2019; González Rey and Mitjáns Martínez, 2017). The thesis, therefore, argues that the pedagogical practices of the teachers analyzed are deeply influenced by their individual experiences and emotional interactions, which constitutes a subjectivity that goes beyond the knowledge acquired in their initial training. Questioning conventional perspectives that exclusively prioritize technical competencies, this study highlights teaching as a subjective experience rooted in the life experiences of teachers. Through the adopted methodology, it was possible to see how teachers' experiences and emotions significantly shape their professional performance. Thus, the thesis advocates for an approach in teacher training that recognizes and incorporates subjectivity, arguing for the inclusion of emotional and affective dimensions in the training processes to further contribute to the professional development of educators
Descrição
Citação
SOUZA, Robinson Jachinto de. Professores iniciantes: as configurações subjetivas dos egressos de cursos de pedagogia inseridos em escolas públicas no estado de São Paulo. Tese (Doutorado) – Universidade Federal de São Paulo, Escola de Filosofia, Letras e Ciências Humanas, Guarulhos, 2024. 382 f.