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POLÍTICAS DE FORMAÇÃO, IDENTIDADES PROFISSIONAIS E (DES)INTELECTUALIZAÇÃO DOS/AS PROFESSORES/AS
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Em Portugal, estando enquadrado na linha do processo de Bolonha, o exercício da profissão docente, lato sensu, tende a mobilizar um saber profissional comum, ainda que contendo distintas componentes. Ante esta contemplação primeira, interrogamo-nos sobre que perfil de professor/a se pretende formar com a mais recente reestruturação curricular da habilitação profissional para a docência? É nosso objetivo analisar o espectro cultural e ideológico do atual modelo de formação de professores/as vigente em Portugal, dando notas compreensivas sobre as direções que a formação docente está a tomar, com efeitos ao nível da produção de identidades profissionais e da (des)intelectualização docente. Os diplomas legais surgem como a base narrativa do discurso que tem o poder de (re)estruturar a formação docente, inscrevendo este nosso estudo numa perspetiva macro analítica. Metodologicamente, circunstanciamos as nossas incursões na linha dos estudos qualitativos, entalhadas nos procedimentos típicos da análise de conteúdo do tipo semântico e temático-categorial, com recurso a uma agregação categorial e respetiva sistematização de indicadores de forma não frequencial, com potencial inferencial decorrente de presenças e de ausências semanticamente significativas. Adota-se a análise de conteúdo sistemática como um procedimento metodológico qualitativo, com propósitos interpretativos e compreensivos da complexa narrativa legislativa (na configuração de discurso oficial), incidindo nas narrativas oficiais decretadas na senda do processo de Bolonha para a formação de professores/as, que compõem o respetivo corpus documental do estudo. Numa ilação geral, regista-se um (re)alinhamento da política de formação de professores/as com uma tradução do exercício da profissão docente na linha da anosa racionalidade técnica.
In Portugal, within the framework of the Bologna process, the exercise of the teaching profession, lato sensu, tends to mobilize a common professional knowledge, even though it contains distinct components. Given this initial consideration, we ask ourselves what kind of teacher profile is intended to be formed with the most recent curricular restructuring of professional qualifications for teaching? Our objective is to analyze the cultural and ideological spectrum of the current teacher education model in Portugal, providing comprehensive insights into the directions teacher education is taking, with implications for the development of professional identities and the (de)intellectualization of teachers. Legal diplomas emerge as the narrative basis of the discourse that has the power to (re)structure teacher training, placing our study within a macro-analytical perspective. Methodologically, we frame our research within the framework of qualitative studies, based on typical procedures of semantic and thematic-categorical content analysis, using categorical aggregation and the corresponding systematization of indicators in a non-frequency manner, with inferential potential arising from semantically significant presences and absences. We adopted systematic content analysis as a qualitative methodological procedure, with interpretative and comprehensive purposes of the complex legislative narrative (as configured by official discourse), focusing on the official narratives enacted in the wake of the Bologna process for teacher training, which comprise the study's documentary corpus. In general, there is a (re)alignment of teacher training policy with a translation of the teaching profession along the lines of the old technical rationality.
In Portugal, within the framework of the Bologna process, the exercise of the teaching profession, lato sensu, tends to mobilize a common professional knowledge, even though it contains distinct components. Given this initial consideration, we ask ourselves what kind of teacher profile is intended to be formed with the most recent curricular restructuring of professional qualifications for teaching? Our objective is to analyze the cultural and ideological spectrum of the current teacher education model in Portugal, providing comprehensive insights into the directions teacher education is taking, with implications for the development of professional identities and the (de)intellectualization of teachers. Legal diplomas emerge as the narrative basis of the discourse that has the power to (re)structure teacher training, placing our study within a macro-analytical perspective. Methodologically, we frame our research within the framework of qualitative studies, based on typical procedures of semantic and thematic-categorical content analysis, using categorical aggregation and the corresponding systematization of indicators in a non-frequency manner, with inferential potential arising from semantically significant presences and absences. We adopted systematic content analysis as a qualitative methodological procedure, with interpretative and comprehensive purposes of the complex legislative narrative (as configured by official discourse), focusing on the official narratives enacted in the wake of the Bologna process for teacher training, which comprise the study's documentary corpus. In general, there is a (re)alignment of teacher training policy with a translation of the teaching profession along the lines of the old technical rationality.
Descrição
Palavras-chave
políticas de formação de professores/as profissão docente identidades profissionais (des)intelectualização docente. teacher training policies teaching profession professional identities teacher (de)intellectualization
Contexto Educativo
Citação
Editora
Universidade do Minho
Licença CC
Sem licença CC