Ser professor de filosofia: a construção da identidade docente no ensino médio em Carutapera/Ma

Abstract

This research was carried out within the scope of the Postgraduate Program in Philosophy - Professional Master's level (PROFI-FILO) of the Federal University of Maranhão, linked to the area of philosophy teaching and the line of research in Philosophy and Teaching. The research aims to analyze the construction of the identity of the philosophy teacher in high school at the teaching center dr. Tarquínio Lopes Filho in the city of Carutapera / MA. The method used was that of empirical-bibliographic research, with selection of texts, organization and analysis of themes and problems; documentary research focused on the elements of primary production, collected or made in the course of the research, in the context of the school and professional practice on which the reflection was carried out. Closed questionnaires and structured interviews were used as research instruments. In building the theoretical framework, Hans-Georg Gadamer (2002) philosophical hermeneutics foundations were based on the theory about the construction of identity profiles Claude Dubar (2012), as well as reflections on teaching knowledge in professional training, according to Maurice Tardiff (2014), and about the philosophical pedagogy regarding the teaching of philosophy from Alejandro Cerletti (2009). From the discussion and analysis of the collected data, a hermeneutic reading of the identity profile of the philosophy professor is presented considering his education and pedagogical action in the classroom