A Literatura de Autoajuda em Processos de Socialização: Implicações na Formação e na Profissionalização Docente.
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| Title: | A Literatura de Autoajuda em Processos de Socialização: Implicações na Formação e na Profissionalização Docente. |
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| Alternate Title: | Self-help literature in socialization processes: Implications for teacher education and teaching professionalization. Literatura de autoayuda en procesos de socialización: Implicaciones para la formación y profesionalización docente. |
| Authors: | Fiorio, Mariana1 mariana.fiorio@unesp.br, Penteado, Regina Zanella1 rzpenteado@uol.com.br, Arnosti, Rebeca Possobom1 rebeca.arnosti@unesp.br, de Souza Neto, Samuel1 samuel.souza-neto@unesp.br |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 11/12/2024, Vol. 32 Issue 71/72, p1-27. 27p. |
| Subject Terms: | *Teacher education, *Content analysis, *Qualitative research, *Critical pedagogy, *Professional education, *Teacher-student relationships, Socialization, Self-help materials |
| Geographic Terms: | São Paulo (Brazil : State) |
| Abstract (English): | This article aims to analyze the experiences of future teachers with self-help literature (SHL) in teaching socialization. The qualitative and descriptive research involved 16 future teachers from the first to fourth year of a pedagogy course at a public university in São Paulo state. Discursive data were obtained through semi-structured interviews. The content analysis yielded categories that address issues related to SHL (access, mobilizing consumption demands, assigned meanings and contributions), considering the instances of primary socialization (family and schooling) and secondary socialization (university education). Highlights in the results: a) the human and relational dimension of teaching; b) student suffering, illness and discomfort; and c) the paradox of SHL offering short-term answers and solutions and, at the same time, limited forms of enlightenment, comprehension and understanding. In processes that align with professional development and the construction of teaching as a profession, the implications of SHL presence in teacher education involves considering limitations (semi-formation and the production of precariousness and misery) and possibilities (human and emancipatory education). [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo tiene como objetivo analizar las experiencias de futuros docentes con Literatura de Autoayuda (LA) en la socialización docente. La investigación cualitativa y descriptiva involucró a 16 futuros profesores de los primeros a cuartos años de un curso de Pedagogía en una universidad pública en São Paulo. Los datos discursivos se obtuvieron a través de entrevistas semiestructuradas. El Análisis de Contenido reveló categorías de cuestiones relacionadas con la LA (acceso, demandas movilizadoras de consumo, significados asignados y aportes) - siendo consideradas las instancias de socialización primaria (familiar y escolarización) y de socialización secundaria (universitaria). Los resultados resaltan: a) la dimensión humana y relacional de la enseñanza; b) sufrimiento, enfermedad y malestar de los estudiantes; y, c) la paradoja de que LA ofrezca respuestas y soluciones a corto plazo y, al mismo tiempo, formas limitadas de esclarecimiento, entendimiento y comprensión. En procesos de formación docente que se alineen con el desarrollo profesional y la construcción de la docencia como profesión, la presencia de LA en la formación docente tiene implicaciones que abarcan límites (semiformación y producción de precariedad y miserias) y posibilidades (la formación humana y emancipadora). [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo objetiva analisar as experiências de futuros professores com a Literatura de Autoajuda (LA) na socialização docente. A pesquisa qualitativa e descritiva envolveu 16 futuros professores entre o primeiro e o quarto ano de um curso de Pedagogia de uma universidade pública paulista. Dados discursivos foram obtidos por entrevista semiestruturada. Da Análise de Conteúdo emergiram categorias relacionadas à LA (acesso, demandas mobilizadoras do consumo, sentidos atribuídos e contribuições) - sendo consideradas as instâncias de socialização primária (familiar e escolarização) e de socialização secundária (universitarização). Destacam-se, nos resultados: a) a dimensão humana e relacional da docência; b) os sofrimentos, adoecimentos e mal-estar discente; e c) o paradoxo de a LA oferecer respostas e soluções em curto prazo e, ao mesmo tempo, formas limitadas de esclarecimento, compreensão e entendimento. Em processos formativos de professores que se coadunem com o desenvolvimento profissional e com a construção da docência como profissão, as implicações da presença da LA na formação docente envolvem pensar limites (a semiformação e a produção de precariedades e miserabilidades) e possibilidades (a formação humana e emancipatória). [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article aims to analyze the experiences of future teachers with self-help literature (SHL) in teaching socialization. The qualitative and descriptive research involved 16 future teachers from the first to fourth year of a pedagogy course at a public university in São Paulo state. Discursive data were obtained through semi-structured interviews. The content analysis yielded categories that address issues related to SHL (access, mobilizing consumption demands, assigned meanings and contributions), considering the instances of primary socialization (family and schooling) and secondary socialization (university education). Highlights in the results: a) the human and relational dimension of teaching; b) student suffering, illness and discomfort; and c) the paradox of SHL offering short-term answers and solutions and, at the same time, limited forms of enlightenment, comprehension and understanding. In processes that align with professional development and the construction of teaching as a profession, the implications of SHL presence in teacher education involves considering limitations (semi-formation and the production of precariousness and misery) and possibilities (human and emancipatory education). [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.32.8458 |
