出版社：Instituto de Biociências - Campus de Rio Claro - Unesp
摘要：The research emerges from the scene of crises and contradictions involving education, the teachers and their identity. In an attempt to unveiling this identity in order to find elements that contribute to the construction of the teaching profession, we started with the assumption of the importance of investing in personal development teacher, contemplating their affection. The objective was to identify as from speech and practice´s teachers the constituent aspects of the dimension (socio-)affective identity of the teachers. This is a qualitative research, as instruments of data collection observations and semi structured interviews. The information include different categories of professional teaching, so that you can visualize how the affection assumes keys role in the formations and work of teachers, since their development enables the construction of the differentiated pedagogical practice, facilitating the elaboration of pedagogical collective and even when recognized and developed in undergraduate, contributes to personal beliefs and principles may be reassessed under a scientific perspective and professional.
其他摘要：The research emerges from the scene of crises and contradictions involving education, the teachers and their identity. In an attempt to unveiling this identity in order to find elements that contribute to the construction of the teaching profession, we started with the assumption of the importance of investing in personal development teacher, contemplating their affection. The objective was to identify as from speech and practice´s teachers the constituent aspects of the dimension (socio-)affective identity of the teachers. This is a qualitative research, as instruments of data collection observations and semi structured interviews. The information include different categories of professional teaching, so that you can visualize how the affection assumes keys role in the formations and work of teachers, since their development enables the construction of the differentiated pedagogical practice, facilitating the elaboration of pedagogical collective and even when recognized and developed in undergraduate, contributes to personal beliefs and principles may be reassessed under a scientific perspective and professional.
