O desenvolvimento da identidade profissional de professores e a atuação da coordenação pedagógica na sua promoção

Abstract

This dissertation links the line of Research Theories of Education and Pedagogical Processes, of the Graduate Program in Education at PUC-Goiás. The aim of this study was to investigate the development of the professional identity of teachers and the role of the Pedagogical Coordinator (CP) in your promotion this development. The motivation for realization of research started of following problem: that actions in scope of pedagogical coordination, in school, can to promote the development of identity professional of theacher? For this, sought to know what talk the reseach about of componentes of identity professional teacher, the forms of action of the Pedagogical Coordination and possible contributions of theory developmental education to this performance. The general objective of this study was to investigate aspects of the development of the professional identity of teachers and ways in which the Pedagogical Coordinator to promote, as they appear in academic research on the subject. And as specific objectives: a) Identify significant components of the teacher's professional identity as they appear in academic research; b) Understand the importance of teaching knowledge in the development of professional identity; c) Indicate, based on studies and research on the Pedagogical Coordinator's attributions, ways of acting in the school that can promote the development of the professional identity of teachers. The present study was characterized as a bibliographical research, of an exploratory type, in order to apprehend in studies and researches already produced the theme related to the professional identity of teachers and the possibilities of its development through the role of the Pedagogical Coordinator. The searches carried out in the bibliographic research allowed some relevant conclusions, namely: firstly, that the researches consulted show gaps in the initial and continuing education with regard to the constituent elements of the teacher's professional identity; secondly, they highlighted the deviations of functions in relation to the Pedagogical Coordinator's attributions in which bureaucratic tasks prevail, leaving the teacher's assistance and pedagogical support in the background; thirdly, relevant studies on Pedagogical Coordination seek to revalue its pedagogical-didactic attributions, which implies relying on theoretical and practical knowledge of didactics. Thus, the conclusions of this bibliographical study were forwarded in the sense that the role of the Pedagogical Coordinator at school has an indispensable role in the constitution or reconstitution of the elements of the professional identity of teachers, for which the contribution of Developmental Didactics was highlighted