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dc.contributor.authorOrellana-Fernández R.
dc.contributor.authorMerellano-Navarro E.
dc.contributor.authorBerríos-Villarroel A.
dc.contributor.authorAlmonacid-Fierro A.
dc.date.accessioned2020-09-02T22:24:50Z
dc.date.available2020-09-02T22:24:50Z
dc.date.issued2020
dc.identifier10.1590/S1413-24782019250007
dc.identifier.citation25, , -
dc.identifier.issn14132478
dc.identifier.urihttps://hdl.handle.net/20.500.12728/5661
dc.descriptionThis paper analyzes the professional trajectories of five teachers at two important moments in the history of Chile: dictatorship and the return to democracy. We rely on the biographical method in order to understand, from the voices of the leading figures, their significant experiences. These were analyzed according to the Grounded Theory precepts. The results describe a career path marked by fear and distrust. We conclude that the last years of work reveal discouragement with the educational changes that structure the loss of autonomy and collaboration. The teachers analyze the permanent search for standardized results and experience a deep disappointment with the democratic regime installed at the end of the Pinochet dictatorship. We assume that these aspects organize the identity of the teacher at the end of the career and also encourage a form of suffering. © 2019 Associação Nacional de Pós-Graduação e Pesquisa em Educação - ANPEd.
dc.language.isoes
dc.publisherRevista Brasileira de Educacao
dc.subjectBiography
dc.subjectProfessional experiences
dc.subjectTeachers
dc.subjectTeaching identity
dc.titleTeachers in dictatorship and democracy: Biographical perspective of teachers at the end of a professional career [Profesores en dictadura y democracia: Perspectiva biográfica de docentes en fin de carrera profesionals]
dc.typeArticle


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