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Abstract(s)
Este texto procurou sintetizar o resultado de uma pesquisa realizada com
alunos de um curso de mestrado em educação, na Escola Superior de Educação de Bragança, dedicando-se especial atenção às questões da dimensão ética e ao espaço que estas ocupam no contexto de formação de professores(as).
A escolha da temática prende-se com a ideia de que a docência e uma ocupação ética, desde logo, porque trabalha com e para as pessoas a partir de uma relação pedagógica que exige proximidade humana e, simultaneamente, reclama uma «distância ótima» (Baptista, 2005).
Os objetivos que nortearam este estudo tiveram como preocupação analisar os documentos legais sobre a formação de professores, avaliar o espaço da ética na formação inicial e dar voz aos alunos enquanto atores do processo formativo. Para tal, optou-se por um paradigma de investigação qualitativo-interpretativo recorrendo a entrevista semiestruturada, como instrumento privilegiado na recolha de dados sujeitos, a posteriori, a analise de conteúdo.
Em síntese conclui-se, que se verifica um enfraquecimento no modo de «ser professor/a» em matérias que deveriam decorrer da sua reflexão, levando-nos a questionar o atual paradigma na formação de professores, no qual as questões éticas tem vindo a perder espaço.
This article aims to summarize the results of a research performed with a Master's degree in education students, in Bragança Superior education school, devoting particular attention to the ethical dimension questions and to the space they occupy in the teachers training context. The selection of this theme is related to the idea that teaching is an ethical occupation, because they work with and for people, from a pedagogical relationship that requires human closeness and, simultaneously, demands a «optimum distance»» (Baptista, 2005). The objectives that guided this study had the concern to analyze the legal documents about teacher training, evaluate the ethics space in the initial training and give voice to students as actors of the training process. To this end, we opted for a paradigm of qualitative and interpretative research using the semi-structured interview, as a privileged instrument for data collection subjects, a posteriori, the content analysis. In summary it is concluded, that there is a weakness in the way of ««being a teacher» in matters that should arise from its reflection, leading us to question the current paradigm in teacher training, where ethical issues have been losing space.
This article aims to summarize the results of a research performed with a Master's degree in education students, in Bragança Superior education school, devoting particular attention to the ethical dimension questions and to the space they occupy in the teachers training context. The selection of this theme is related to the idea that teaching is an ethical occupation, because they work with and for people, from a pedagogical relationship that requires human closeness and, simultaneously, demands a «optimum distance»» (Baptista, 2005). The objectives that guided this study had the concern to analyze the legal documents about teacher training, evaluate the ethics space in the initial training and give voice to students as actors of the training process. To this end, we opted for a paradigm of qualitative and interpretative research using the semi-structured interview, as a privileged instrument for data collection subjects, a posteriori, the content analysis. In summary it is concluded, that there is a weakness in the way of ««being a teacher» in matters that should arise from its reflection, leading us to question the current paradigm in teacher training, where ethical issues have been losing space.
Description
Keywords
Ética Formação Profissão Docente Profissionalidade
Citation
Bonifácio, Evangelina (2017). Ética e Educação: as narrativas da formação de professores. Aula: Revista de Pedagogia de la Universidad de Salamanca. ISSN 0214-3402. 23, p. 159-178
Publisher
Ediciones Universidad de Salamanca