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Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico: um caminho, duas identidades
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Advisor(s)
Abstract(s)
A presente tese inscreve-se na temática da formação de professores, área esta que
continua a merecer um principal destaque nos meandros educativos. Partindo do princípio
de que a formação inicial de professores assume uma elevada responsabilidade social,
importa pensar e refletir acerca dos seus modos de organização e operacionalização, sem
nunca descurar o facto de a profissão docente ser uma profissão complexa e exigente.
Quem são os futuros professores? Porque escolheram abraçar a profissão docente? Como
se formaram? Que experiências e vivências da formação levam para o desempenho
profissional?
Estas questões atravessam todos os cursos diretamente relacionados com a
formação de professores, porém, nesta tese, pretendemos ir mais ao fundo e perceber
como é que o mesmo curso, de habilitação profissional conjunta – o Mestrado em
Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico – forma para o exercício
profissional no âmbito de duas profissões diferentes: Educadores de Infância e
Professores do 1.º Ciclo do Ensino Básico. Apesar das suas nomenclaturas próprias,
acredita-se que, sem desconsideração pelas suas unicidades e singularidades, num sentido
mais amplo, podemos enquadrar a obtenção de habilitação profissional conjunta, no seu
sentido mais vasto e amplo, numa profissão apenas, isto é, a profissão docente.
Decorrente da legislação em vigor, os candidatos a docentes têm de frequentar um
mestrado para poderem exercer a profissão docente. Ora, o Mestrado, que aqui é objeto
de estudo, permite o exercício da profissão docente em dois ciclos educativos. Quisemos,
portanto, compreender a sua influência na construção da identidade profissional docente,
pois sabemos que quanto melhor for a preparação e a formação dos futuros docentes,
melhor desempenharão as suas funções pedagógicas e sabemos, ainda, que essa eficácia tem um reflexo direto na melhoria da qualidade das aprendizagens das crianças e dos
alunos.
Este trabalho de investigação coloca em interação o discurso dos diferentes atores
envolvidos na formação inicial de professores, bem como uma sólida revisão da literatura,
no sentido de compreender como uma única formação dá origem a duas identidades
profissionais diferentes.
This thesis is part of the theme of teacher education, an area that continues to deserve a major emphasis on educational intricacies. If the initial training of teachers assumes a high social responsibility, it is important to think and reflect on how they are organized and operational, without ever neglecting the fact that the teaching profession is a complex and demanding profession. Who are the future teachers? Why did you choose to embrace the teaching profession? How did they graduate? What experiences and experiences of training lead to professional performance? These issues go through all courses directly related to teacher training, however, in this thesis, we intend to go deeper and understand how the same course is, of joint professional qualification — the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education — form for professional practice within two different professions: Educators and Teachers of the 1st Cycle of Basic Education. As a result of the legislation in force, applicants for teachers must attend a master’s degree to be able to pursue the teaching profession. The master’s degree, which is the subject of study here, allows the exercise of the teaching profession in two educational cycles. We wanted, therefore, to understand their influence on the construction of the teaching professional identity, because we know that the better the preparation and training of future teachers, the better they will perform their pedagogical functions, and we also know that this effectiveness has a direct impact on improving the quality of the learning of children and students. This research brings into interaction the discourse of the different actors involved in the initial training of teachers, as well as a solid literature review, to understand how a single training gives rise to two different professional identities.
This thesis is part of the theme of teacher education, an area that continues to deserve a major emphasis on educational intricacies. If the initial training of teachers assumes a high social responsibility, it is important to think and reflect on how they are organized and operational, without ever neglecting the fact that the teaching profession is a complex and demanding profession. Who are the future teachers? Why did you choose to embrace the teaching profession? How did they graduate? What experiences and experiences of training lead to professional performance? These issues go through all courses directly related to teacher training, however, in this thesis, we intend to go deeper and understand how the same course is, of joint professional qualification — the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education — form for professional practice within two different professions: Educators and Teachers of the 1st Cycle of Basic Education. As a result of the legislation in force, applicants for teachers must attend a master’s degree to be able to pursue the teaching profession. The master’s degree, which is the subject of study here, allows the exercise of the teaching profession in two educational cycles. We wanted, therefore, to understand their influence on the construction of the teaching professional identity, because we know that the better the preparation and training of future teachers, the better they will perform their pedagogical functions, and we also know that this effectiveness has a direct impact on improving the quality of the learning of children and students. This research brings into interaction the discourse of the different actors involved in the initial training of teachers, as well as a solid literature review, to understand how a single training gives rise to two different professional identities.
Description
Keywords
Formação inicial de professores Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico Educação de infância 1.º Ciclo do Ensino Básico Identidade profissional docente Initial teacher education Master’s Degree in Preschool Education and Teaching 1st Cycle of Basic Education Childhood education 1st Cycle of Basic Education Teacher professional identity Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais