Rituais de interação do docente
: arqueologia da reciprocidade ação/reação

  • Vera Lúcia Silvestre Videira do Amaral (Student)

Student thesis: Doctoral Thesis


Starting from the constatation that rituals are an integral part of school culture, the present work of investigation of an interpretative nature, had as main objective to list and frame the role of rituals of interaction between teachers, in the school context, addressing the complexity of their operationalization. At the scientific level of The Educational Sciences and in the reappropriation of the past by the legacy of the lived reciprocities of experiences and realities, this investigation stands as a fundamental question, whether the rituals participate in the identity construction of the teacher, involving unconscious adhering to a symbolic order that contributes to the maintenance
of the cultural identity of the school, as opposed to the euphemism forms of social and state pressure groups. In this context, we also tried to understand how the dispersion of the fields of activity developed by the teacher by administrative areas, are influencing the rituals and/or interfering with the images and expectations that are formulated about the of this teacher, influences and/or interferences that lead educational actors to act accordingly, following or not the subjective or normative order instituted. The research continues methodologically, putting the theme under consideration through the exploration of semi-structured and focused individual interviews, according to the characteristics of a predominantly qualitative work. As a result, we interpret how rituals help the school community to maintain and negotiate their conflicts, despite the various forms of pressure exerted, dominant and conforming, having concluded that rituals have implications in the identity construction of teachers, constituting from the common action to, on the one hand, to support the teaching culture and school order, and on the other hand, to dilute identity mechanisms of belonging and otherness, individual and group. As well as the results achieved, we listed our critical view of the process developed and had exposed the limitations we
have found, aligning corresponding suggestions for future research.
Date of Award1 Apr 2022
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorIsabel Baptista (Supervisor) & Luísa Mota Ribeiro (Co-Supervisor)


  • Teacher ritual
  • Teacher identity
  • School order


  • Doutoramento em Ciências da Educação

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