Ser bacharel e professor formador de professores: narrativas, formação e identidade

Abstract

This dissertation has as its central theme the professional training of bachelor‘s professor who works at teacher‘s training undergraduate in Uberaba City, Minas Gerais/Brazil. The current law assumes that the priority requirements to be a professor in higher education are the master‘s and doctorate courses, which researches has been shown they are focused mostly on the training of researchers. Next to that, the formation specificities of bachelor‘s degree are not specific to teacher‘s education and often the bachelor's with their respective postgraduate degrees will act like professors in licensure degree courses, whose primary purpose is the formation of teachers for basic education. Given this, we built the following issue: how the bachelor‘s professors who works at teacher‘s training undergraduate are formed, are constitute as professor and mobilize their knowledge for teacher training? The objective of this study is: investigate and understand aspects of formative trajectory and the identity constituting process of bachelor‘s professors who works at teacher‘s training undergraduate. A survey of thesis and dissertations about this subject over the past five years shows that the topic has been little discussed in the context of teacher‘s training undergraduate, justifying the academic expansion. Our theoretical framework was guided in discussions relating to higher education, in the specificities and knowledge mobilized for teaching and, finally, the process of social and professional identities constitution articulated to the pair experience/sense. From a methodological point of view, the nature of the study is qualitative and we adopted the Thematic Oral History, as well as analyze narratively the narratives. It was made an initial stage of research with questionnaires to 49 professors, 28 were answered and 5 were bachelor‘s professors, which were interviewed. The interviews were transcribed, textualized and transcreated and the collaborating subjects were identified by codenames. The narratives allow us to systematize a set of knowledge that were produced over the course of this research: admit the dual and ambivalent process of professional training of bachelor‘s professor; reflect the dichotomy between bachelor‘s degree and teacher‘s training undergraduate as separate processes with a specific training for their professional performance, but it not always determines his belonging acts; discuss the formation process, the content and about the context of the specific knowledge area of bachelor‘s professors as socialized and mobilized elements in higher education; and, finally, argue that the professors and the institution take role in political and dialogue for continuous formation to teacher trainer; These conjectures are inserted as meeting points and starting of this research enabling new perspectives, interpretations and positions to the topic as well as enhances the possibilities for new academic researches about the bachelor‘s professor and their professional specificities.