TEACHER'S IDENTITY: A RECONCEPTUALIZATION BASED ON THE REFERENTIAL OF EMPOWERMENT

Authors

  • Manuel Gonçalves Barbosa

DOI:

https://doi.org/10.17058/rea.v25i3.8310

Keywords:

Teacher, Identity, Empowerment, Reconceptualization.

Abstract

The mere transmission of subject contents, for a very long time the safe haven and distinctive sign of the teacher, has become problematic and a narrowing path to define the identity of that professional, especially at a time that it is required to school a larger active participation in the empowerment of students. It is in this background panorama that arises, with some urgency, the issue of the necessary reconceptualization of teacher's brand image, and not only for visibility and recognition issues among the public opinion and the educational community, but above all because this renewed image is essential to the definition of a framework that provides ways of being and doing the profession considering the educational challenges that harass school nowadays. This text has these issues as an anchorage point, analyzes them in depth in the light of recent trends and proposes, in an innovative way, a new grammar of being a teacher in the socio-educational school of nowadays, mobilizing, for this purpose, the referential of empowerment.

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Published

2017-09-09

How to Cite

Barbosa, M. G. (2017). TEACHER’S IDENTITY: A RECONCEPTUALIZATION BASED ON THE REFERENTIAL OF EMPOWERMENT. Reflexão E Ação, 25(3), 396-417. https://doi.org/10.17058/rea.v25i3.8310

Issue

Vol. 25 No. 3 (2017): Dossiê: Pesquisas em Educação: perspectivas teórico-metodológicas

Section

Artigos do Fluxo

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