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Boletim - Academia Paulista de Psicologia

versão impressa ISSN 1415-711X


LIMA, Rodrigo da Silva; PEREIRA, Shirlei Paques  e  KANAANE, Roberto. The teacher identity construction in the context of secondary education integrated to professional and technological education. Bol. - Acad. Paul. Psicol. [online]. 2017, vol.37, n.93, pp.322-352. ISSN 1415-711X.

This article discusses the concept of identity and investigates the construction of the identity of the teaching profile in High School Integrated to the Technical Education (Common National Base and Diversified Part) of technical schools from State of São Paulo. To support the research, the paper presents literature Social Psychology authors: Lane (2014) and Ciampa (1987, 2007), Sociologists, Bauman (2005), Dubar (2005) and Hall (2014) and researchers in education as Tardif (2014) and Pimenta (2012), among other works by researchers who are concerned with the theme of identity construction. From the application of qualitative questionnaire it was possible to answer the objective of this work: to characterize the identity of the teachers who teach subjects of the vocational training (Technical Education) and High School courses in relation to the teaching practice in the context of High School Integrated to the Technical Education (HSITE). It was investigated how these teachers are constituting their professional identity in the practice of this teaching. They are, for the most part, specialists, with more than four years of experience in this type of teaching. The data points out the challenge for teachers in understanding the profile of the young student in a professional formation, as well as the difficulty in adapting with immature behavior of these young people for this modality of teaching. This scenario becomes a challenge, mainly because these teachers are responsible for training the individual and the professional. From the answers, it was possible to conclude that the teachers identify themselves as mediators and co-responsible in the transmission and development of the propaedeutic and technical knowledge, realizing its importance to deal in the classroom with the teaching knowledge since they contribute to the formation of the apprentices and they also are aware of their role in the integral formation of these students

Palavras-chave : High School Integrated to the Technical Education (HSITE); Identity; Teaching profile.

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