Resumo

ABDALLA, Maria de Fátima Barbosa. Teacher training, professionalism, and professional representations: Concepts at stake. Educ. Puc. [online]. 2017, vol.22, n.2, pp.171-190. ISSN 2318-0870.  https://doi.org/10.24220/P1519-3993-2017220200002.

In view of the National Policy for the Training of Basic Education Professionals (Law no 6755/09) and its implications for teacher training, the purpose of the article is to discuss the concepts of training and professionalism based on the professional representations of teachers attending the Education/Parfor program. Questionnaires, focal groups, interviews, and educational chronicles discussing Parfor from the perspective of training and professionalism in the context of training and work were used as methodological procedures. The results and/or professional representations point to two fold outcomes of training: on the one hand, advancement of knowledge, values, and personal knowledge; and on the other, the relationship between knowledge and practice. Insofar as professionalism (professional habitus) is concerned, the results point to: the role of the educators, dealing with their professional activity, strategies, and the meaning of practice; the context, highlighting the degree of involvement of the subjects (social belonging) and issues on management, reinforcing the effect of standardization; professional identity, addressing the degree of understanding and mastery of teaching. These concepts guide knowledge and professional practices and reveal the need for an identity renegotiation to address training, challenges brought about by teaching at school, and the resulting process of professionalization and/or insecurity that threatens these teachers and may cause them to under-appreciate their work and objectives as professionals.

Palavras-chave : Teacher Training; PARFOR; Professionalism; Professional representations..

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