Imaginando um ideal profissional: identidade de professores de ciências

Abstract

This thesis focuses on the constitution of ideal teaching as a horizon of contribution to training of science teachers. In an exploratory theoretical path, it passes by different fields, from the study of school films to the expectations of teachers and students and to aesthetic education. The construct of the teaching identity of science teachers emerges as central to the constitution of a (or any) professional ideal. However, the specific field that researches the teaching identity of science teachers, is recent, with low theoretical cohesion. Analyzing the different theoretical frameworks used, it was possible to notice a common archeological root in the works of Lev Vygotsky. Despite this common link, the main theoretical references show strong divergence and different starting and ending points. Furthermore, the use of poor translations of Vygotsky is a commonplace, which undermines the epistemic unity of the area. To offer solutions, two concepts of Vygotsky's theoretical doctrine are mobilized, imagination and perezhivanie, constructs that offer transversal communication between frameworks and can facilitate communication and integration between researches from different sources. In epistemological pluralist perspective, it is sought, therefore, to foster the networking of theories, and to contribute to the theoretical maturity of research into the professional identities of science teachers.