Teacher training and the search for meaning in the Brazilian public educational system

DOI: https://doi.org/10.24109/2176-6681.rbep.105.5947
Keywords: teacher training; Theory of Organizing Models of Thinking; life project

Abstract

This study invites reflection on teacher training based on the results obtained through research in educational psychology that developed a program with 13 educators from the public school system in the city of São Paulo (SP). Our study investigated these teachers' representations regarding the teaching profession and the possible adjustments and conservations made in these representations after the program. We also present the results of the analysis of the narratives of one of the participants. The analyses were carried out qualitatively, and were based on the Theory of Organizing Models of Thinking, supported by the concept of life project. The results revealed that the program mobilized (de)(re)constructions on what it means to be a teacher and the place that teaching profession occupies in their life projects, while also pointing out to the inseparability between these representations. Ultimately, we advocate for a professional training for educators that includes their life projects and considers their flourishing as complete human beings.

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Author Biographies

Rafaela Bolsarin, Universidade de São Paulo (USP). São Paulo, São Paulo, Brasil.

Mestre em Linguística Aplicada pela Universidade Estadual de Campinas (Unicamp). Campinas, São Paulo, Brasil.

Valéria Arantes, Universidade de São Paulo (USP). São Paulo, São Paulo, Brasil.

Doutora em Psicologia pela Universidade de Barcelona (UB). Barcelona, Catalunha, Espanha.

Published
02-10-2024
How to Cite
BOLSARIN, R.; ARANTES, V. Teacher training and the search for meaning in the Brazilian public educational system. Brazilian Journal of Pedagogical Studies , v. 105, n. 1, p. e5947, 2 Oct. 2024.
Issue
Vol 105 (2024)
Section
Estudos

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