AS INTERFACES DA FIGURA DO PROFESSOR: CAMINHOS E DESCAMINHOS DA (DES)PROFISSIONALIZAÇÃO DOCENTE

Cintia Bárbara Silva Borges; Itamaray Nascimento Cleomendes dos Santos

doi:10.5216/ia.v46i3.65170

THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION

Authors

Cintia Bárbara Silva Borges União Metropolitana de Educação e Cultura (UNIME), Lauro de Freitas, Bahia, Brasil, cintiabarbara11@hotmail.com https://orcid.org/0000-0002-6692-5634
Itamaray Nascimento Cleomendes dos Santos Universidade Federal da Bahia (UFBA), Salvador, Bahia, Brasil, itamaray.nascimento@hotmail.com https://orcid.org/0000-0002-5930-6720

DOI:

https://doi.org/10.5216/ia.v46i3.65170

Abstract

The purpose of this article is initially to discuss about the interfaces of teaching figure, with regard to professional ethics, the process of (de)professionalization and the paths and mispaths traveled, in addition aims to present the paths of such training pointing out the dilemmas, possibilities, clashes and adjustments. In this sense, we seek to clarify and respond to these tensions, which are strongly evidenced in contemporary times. Therefore, some questions circumscribe this article, namely: how professional ethical training is constructed; how (de)professionalization impacts on the constitution of professional ethics and what are the challenges faced in this educational context in the face of these demands in teaching trajectory. In addiction, the theoretical constructs are based on the assumptions of Sacristán (1995), Kleiman (2001), Tardif (2014), Reis (2020) and other authors who collaborate for the scope of this text. Finally, this paper elucidates that the profissionalization and professional ethical are fundamentals elements and integrates teaching practices and their tranning in the confrotation with deprofissionalization.

KEYWORDS: Professional Ethics. (De)profissionalization. Teacher Training. Teaching Trajectory.

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Author Biographies

Cintia Bárbara Silva Borges, União Metropolitana de Educação e Cultura (UNIME), Lauro de Freitas, Bahia, Brasil, cintiabarbara11@hotmail.com

Mestra em Língua e Cultura pela Universidade Federal da Bahia – UFBA (2018), Especialista em Língua Inglesa pela Universidade Salvador - Unifacs (2012). Possui graduação em Letras vernáculas com Língua Inglesa e Respectivas Literaturas pelo Centro Universitário Jorge Amado (2007), Participante do Grupo de Pesquisa do CNPq Decolonidade, Linguagem, Identidade e Educação- DECOLIDE. Atualmente é Professora de Língua inglesa na União Metropolitana de Educação e Cultura - UNIME e do Colégio Municipal Profª. Daúlia Angélica.

Itamaray Nascimento Cleomendes dos Santos, Universidade Federal da Bahia (UFBA), Salvador, Bahia, Brasil, itamaray.nascimento@hotmail.com

Mestra e doutoranda em Língua e Cultura pelo Programa de Pós-Graduação em Língua e Cultura da Universidade Federal da Bahia - PPGLinC/UFBA. Licenciada em Letras/Língua Espanhola e Literaturas de Língua Espanhola pela Universidade do Estado da Bahia - UNEB, Campus I (2015). É integrante do Grupo de Pesquisa Decoloniade, Linguagem, Identidade e Educação - DECOLIDE.

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Published

2021-12-24

How to Cite

BORGES, C. B. S.; SANTOS, I. N. C. dos. THE INTERFACES OF TEACHING FIGURE: PATHS AND MISPATHS OF THE TEACHING (DE)PROFISSIONALIZATION. Journal Inter-Ação, Goiânia, v. 46, n. 3, p. 1531–1547, 2021. DOI: 10.5216/ia.v46i3.65170. Disponível em: https://revistas.ufg.br/interacao/article/view/65170. Acesso em: 22 nov. 2024.

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Issue

Vol. 46 No. 3 (2021): Black Pedagogies: political practices, epistemologies and praxis

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Artigos

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