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Abstract(s)
Relacionado com o processo de transmissão do conhecimento acumulado pela humanidade, ou educação, este estudo procurou compreender a medida com que os modelos de gestão educacional atuais utilizam a mentalidade cultural cristã na reconstrução do ethos docente. Assim, a presente investigação objetivou refletir acerca da construção da identidade profissional docente, partindo da perspectiva religiosa, mais restritamente pelo viés cristão e a influência que este pensamento religioso exerce na construção desta identidade, especialmente no enfraquecimento da sua vontade de poder e agir político. Para tanto, elencamos três objetivos específicos importantes, a saber: i) descrever a relação existente entre sociedade, cultura, religião e educação; ii) investigar a interpretação da concepção que os profissionais da educação têm de si mesmos; iii) relacionar a visão que os profissionais da educação têm de si aos conceitos de submissão, vigia e domesticação de instintos e ações. O desenvolvimento deste estudo utilizou como instrumento de coleta de dados a pesquisa bibliográfica, que forneceu o suporte teórico pertinente à estruturação do inquérito por questionário, com questões fechadas e que dessem conta do enquadramento teórico, ferramenta essencial no desenvolvimento da pesquisa social de campo. A análise de dados nos permitiu identificar que há influência substancial na construção da identidade profissional dos integrantes cristãos do magistério quando comparados aos não cristãos. Esta influência se reflete na tendência a comportamentos de submissão e conformismo, importantes demonstrativos da vigia e da domesticação dos instintos. Os resultados apresentados por este estudo podem servir no entendimento da passividade política dos docentes, como categoria funcional, que assume seu papel na estrutura paternalista estatal. A superação da passividade comportamental detectada impõe-se como uma grande limitação na busca pela união dos docentes como categoria, no sentido de erguer numa postura política mais combativa, questão que apresenta como um dos desafios atuais para o magistério: desprender-se do arquétipo do professor detentor do saber hierarquizado e transformar-se num professor militante em prol da qualidade educacional. Enfim, por meio deste estudo foi possível aperceber-se da necessidade de investir na formação inicial e continuada dos professores, para que se possa entender que o paradigma do professor como elemento transmissor de informações, ocupante de uma posição hierárquica de destaque foi superada pela sociedade e que a ação política é o meio pelo qual o sistema educacional pode tomar novos rumos.
Related to the process of knowledge transmission accumulated by humanity, or education, this study sought to understand the extent to which current educational management models use the Christian cultural mentality in the reconstruction of the teaching ethos. Thus, the present research aimed to reflect on the construction of professional identity, starting from the religious perspective, more narrowly by the Christian bias and the influence that this religious thought exerts in the construction of this identity, especially in the weakening of its will to power and political action. To do so, we set out three important specific objectives: i) to describe the relationship between society, culture, religion and education; ii) to investigate the interpretation of the conception that professionals of education have of themselves; iii) relate the view that education professionals have of themselves to the concepts of submission, watch and domestication of instincts and actions. The development of this study used as a data collection tool the bibliographic research, which provided the theoretical support pertinent to the structuring of the questionnaire survey, with closed questions and that gave account of the theoretical framework, an essential tool in the development of social field research. The data analysis allowed us to identify that there is substantial influence in the construction of the professional identity of the Christian members of the magisterium when compared to non-Christians. This influence is reflected in the tendency to behaviors of submission and conformism, important demonstrations of the watchman and the domestication of the instincts. The results presented by this study can serve to understand the political passivity of teachers, as a functional category, which assumes its role in the state paternalistic structure. The overcoming of perceived behavioral passivity imposes itself as a great limitation in the search for the union of teachers as a category, in the sense of erecting a more combative political stance, an issue that presents as one of the present challenges for the teaching: to detach itself from the archetype of the professor who holds hierarchical knowledge and become a militant teacher in favor of educational quality. Finally, through this study it was possible to realize the need to invest in the initial and continuous training of teachers, so that it can be understood that the teacher paradigm as an information transmitter element occupying a prominent hierarchical position was overcome by society and that political action is the means by which the educational system can take new directions.
Related to the process of knowledge transmission accumulated by humanity, or education, this study sought to understand the extent to which current educational management models use the Christian cultural mentality in the reconstruction of the teaching ethos. Thus, the present research aimed to reflect on the construction of professional identity, starting from the religious perspective, more narrowly by the Christian bias and the influence that this religious thought exerts in the construction of this identity, especially in the weakening of its will to power and political action. To do so, we set out three important specific objectives: i) to describe the relationship between society, culture, religion and education; ii) to investigate the interpretation of the conception that professionals of education have of themselves; iii) relate the view that education professionals have of themselves to the concepts of submission, watch and domestication of instincts and actions. The development of this study used as a data collection tool the bibliographic research, which provided the theoretical support pertinent to the structuring of the questionnaire survey, with closed questions and that gave account of the theoretical framework, an essential tool in the development of social field research. The data analysis allowed us to identify that there is substantial influence in the construction of the professional identity of the Christian members of the magisterium when compared to non-Christians. This influence is reflected in the tendency to behaviors of submission and conformism, important demonstrations of the watchman and the domestication of the instincts. The results presented by this study can serve to understand the political passivity of teachers, as a functional category, which assumes its role in the state paternalistic structure. The overcoming of perceived behavioral passivity imposes itself as a great limitation in the search for the union of teachers as a category, in the sense of erecting a more combative political stance, an issue that presents as one of the present challenges for the teaching: to detach itself from the archetype of the professor who holds hierarchical knowledge and become a militant teacher in favor of educational quality. Finally, through this study it was possible to realize the need to invest in the initial and continuous training of teachers, so that it can be understood that the teacher paradigm as an information transmitter element occupying a prominent hierarchical position was overcome by society and that political action is the means by which the educational system can take new directions.
Description
Keywords
Educação Identidade Docente Cristianismo Education Teaching Identity Christianity
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação