Professional life cycle of the Federal District teachers: temporality and working condition
DOI:
https://doi.org/10.18675/1981-8106.v32.n.65.s16545Keywords:
Professional Life Cycle. Temporality. Working Conditions. Brazil. Teachers.Abstract
This article aims to analyze the teaching professional life cycle in the context of the Federal District (Brazil), considering the different phases indicated by the national and international literature (Huberman, 2000, Marcelo Garcia, 2019; Vaillant, 2008; and Papi, 2011). The methodology deals with the analysis of data on the relationship between temporality and working conditions. The study is the result of a survey with new/beginner teachers of basic education in the Education network of the Federal District. As data sources 427 questionnaires and 70 interviews were used. Theoretically, this study refers to Huberman (1989, 1992 and 1995), Duarte (2013), Marx (1999), Luckas (1990) among others. We chose the relationship between professional life stages and involvement with teaching work. The result shows that temporal marks have evidence in the professional life cycle, but that the marks of experience (perjivanie) constitute the professional life of teachers in the Federal District. The synthesis that emerges from the real shows that the difficulties and discoveries of beginning/entry teachers are intrinsically linked to their conditions and the ways of carrying out work, it is understood that the construction of new relationships and working conditions can enable the collective confrontation of the objective and subjective conditions that hinder the process of constituting an individuality for oneself.
References
ARAÚJO, P. R. D. Residência docente. 2016. 50 f. Monografia (Trabalho de Conclusão de Curso) – Faculdade de Educação-Universidade de Brasília, 2016.
CURADO SILVA, K. A. C. P. C. Relatório sobre a pesquisa de professores iniciantes. CNPq 2013-2016. Disponível em: www.gepfape.com.br. Acesso em: 20 jan. 2021.
HUBERMAN, M. O Ciclo de Vida Profissional dos Professores. In: NÓVOA, A. (org.). Vida de Professores. Porto: Porto Editora, 2000, p. 31-62.
LIMA, E. F. de. A construção do início da docência: reflexões a partir de pesquisas brasileiras. Revista do Centro de Educação, Universidade Federal de Santa Maria, v. 29, n. 2, p. 85-98, 2004.
MARCELO GARCIA, C. Desenvolvimento Profissional: passado e futuro. Sísifo – Revista das Ciências da Educação, n. 8, p. 7-22, jan./abr. 2009. Disponível em: https://dialnet.unirioja.es/imagen/xicono_articulo.png.pagespeed.ic.3BiDQzXkIu.webp. Acesso em: 5 mar. 2019.
ROCHA, D. R. da.; CURADO SILVA, K. A. C. P. C.. Aprendendo a Profissão: professores em início de carreira no DF: primeiros apontamentos. In: ENCONTRO ESTADUAL DE DIDÁTICA E PRÁTICAS DE ENSINO, 6., 2015, Goiânia. [Anais]... Goiânia: CEPED, 2015.
VIEIRA, L. M. F.; JUNIOR, E. A. P. Infraestrutura escolar e satisfação profissional: percepção de professores da educação básica brasileira. Revista Pesquisa e Debate em Educação, Juiz de Fora, MG, v. 10, n. 1, p. 1027-1046, jan./jun. 2020.
VYGOTSKY, L. S. Quarta aula: a questão do meio na pedologia. Tradução de Márcia Pileggi Vinha e Max Welcman. Psicol. USP. São Paulo, v. 21, n. 4, p. 681-701, 2010. Disponível em https://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-65642010000400003. Acesso em: 10 out. 2012.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.
b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.
c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party This work is licensed under a Creative Commons License