¿De dónde viene la crisis de la profesión docente?
Resumo
Partindo da idéia de que em nosso tempo se está produzindo mudanças muito acentuadas e em muitas frentes, este artigo discute a crise da educação que está desestabilizando tanto a identidade profissional quanto pessoal do professorado. Essa desestabilização exige do professorado tanto uma formação mais sólida quanto um esforço ativo para compreender os câmbios educacionais e suas implicações sobre a profissão docente. Isto pode proporcionar a racionalização do espaço incerto em que se vive hoje e, ao mesmo tempo, mitigar a inquietude dos professores. Os docentes estão sendo chamados a ter um papel ativo na resolução dessas mudanças, pois dela fazem parte. Isso exige forjar uma nova identidade e reconstruir o auto-conceito profissional desde outras referências, pois os docentes já não podem mais contar com uma sustentação que se apóie somente nos conhecimentos formalizados, tão pouco na idéia de educar por competências. Do professorado exige-se rediscutir o papel da escola na chamada sociedade da informação, estabelecendo uma estratégia pedagógica que recrie um ambiente produtivo, atrativo e substantivo para a juventude, o que deve levar em conta a diferenciação ou diversificação cultural. Essas mudanças, vistas aqui como crises da ordem social, cultural, política e econômica tanto podem gerar conflitos e mal-estar quanto servir de estímulo positivo, produzindo interrogações para o pensamento e motivo ou referência para ensaiar novas práticas. É uma desestabilização criadora que pode desenvolver a identidade profissional dos docentes sobre bases mais seguras.
Palavras-chave: educação, identidade docente, diversidade cultural
Where does the crisis of the teaching profession come from?
AbstractTaking into consideration that critical changes have been produced in a lot of aspects of our lives lately, this paper aims at discussing the crisis of education that has destabilized both the teachers’ professional and personal identities. This fact requires that they have sound training and that they put more effort into comprehending educational changes and their implications for the teaching profession. This may lead to the rationalization of the uncertainty we live in these days, besides mitigating teachers’ anxiety. Since teachers are part of the changes, they have been summoned to play a leading role in the decision-making process concerning these changes. This should forge a new identity and reconstruct the professional self-concept based on new references; teachers cannot only count on their formalized knowledge, nor on the idea of competence-oriented teaching. Teachers are required to discuss the role of the school in the so-called information society and to develop a pedagogical strategy that recreates a productive, attractive and meaningful environment for the youth, taking into account differences and cultural diversity. I have understood these changes as social, cultural, political, and economic crises, which may generate conflicts and uneasiness but may also trigger questions for thought and be a reason to try new practices, thus, conveying support and encouragement. This unbalance may develop teachers’ professional identity on safer bases.
Key words: education, teacher’s identity, cultural diversity
Palavras-chave: educação, identidade docente, diversidade cultural
Where does the crisis of the teaching profession come from?
AbstractTaking into consideration that critical changes have been produced in a lot of aspects of our lives lately, this paper aims at discussing the crisis of education that has destabilized both the teachers’ professional and personal identities. This fact requires that they have sound training and that they put more effort into comprehending educational changes and their implications for the teaching profession. This may lead to the rationalization of the uncertainty we live in these days, besides mitigating teachers’ anxiety. Since teachers are part of the changes, they have been summoned to play a leading role in the decision-making process concerning these changes. This should forge a new identity and reconstruct the professional self-concept based on new references; teachers cannot only count on their formalized knowledge, nor on the idea of competence-oriented teaching. Teachers are required to discuss the role of the school in the so-called information society and to develop a pedagogical strategy that recreates a productive, attractive and meaningful environment for the youth, taking into account differences and cultural diversity. I have understood these changes as social, cultural, political, and economic crises, which may generate conflicts and uneasiness but may also trigger questions for thought and be a reason to try new practices, thus, conveying support and encouragement. This unbalance may develop teachers’ professional identity on safer bases.
Key words: education, teacher’s identity, cultural diversity