Full text
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| Author(s): |
Daniela Dias dos Anjos
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação |
| Defense date: | 2006-04-12 |
| Examining board members: |
Ana Luiza Bustamante Smolka;
Helena Costa Lopes de Freitas;
Ana Lúcia Horta Nogueira;
Guilherme do Val Toledo Prado
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| Advisor: | Ana Luiza Bustamante Smolka |
| Abstract | |
The purpose of this study is to understand how public school teachers experienced the beginning of their profession, and to analyze the concrete conditions of such work within the historical cultural context in which it happened. In order to do so, we choose to interview teachers who started their teaching practice in the last four decades (1970-2000). We attempted to analyze how they interpret and speak today about their first years of teaching; how they lived the demands of their profession; how legislation, educational reforms, academic production, interpersonal relationships, their life conditions, affected their professional ways of acting, building expectations and configuring their performance. Assuming a historical cultural perspective (Bakhtin, 2003; Vigotski, 2000; Clot, 2006), we proceeded to an analysis of the teachers¿ enunciations, highlighting themes related to the teaching profession which emerged in their talks and became meaningful interwoven to educational history and educational policies (AU) | |