Trajetórias de profissionalidade docente: Narrativas de professores da rede pública do município de Ouriçangas - Bahia

Abstract

In the contemporary moment, the discussion about the teaching professionalism is more and more in evidence, considering the indispensable need of a critical and conscious performance by each teacher. Allied to this, the investigation about teacher education from the autobiographical conception is problematized, contributing to the constitution of the teacher's identity as the protagonist of his professional trajectory and his role in the social transformation. In this perspective, with the objective of understanding how the professional trajectory of teachers from the city of Ouriçangas - Bahia is constituted, this research is justified, understanding that the formation in the perspective of valorization of identities and practices of these professionals constitutes an important challenge for the quality of education. For this investigation, a qualitative research was conducted (MINAYO, 1994), in order to achieve the specificities of the problem, using as methodological basis the narrative research (SOUZA; CABRAL, 2015) and as a procedure for understanding the data produced the Textual Discourse Analysis (TDA) (MORAES; GALIAZZI, 1994), choices that allow considering the participation of the teacher as an active subject in the production of data and the weaving of stories about their pedagogical praxis. The research participants were public Elementary School teachers from the municipality of Ouriçangas, Bahia. The theoretical background allowed the discussion about professionalism as a set of elements that are formed in/for the teaching practice, and authors such as Sacristán (1995) and Libâneo (2015) reinforce the idea that the teaching profession is made of the multiplicity of knowledge, attitudes, reflections and decision making that are constantly reflected and redefined. In addition to these findings, teacher training is fertile ground for the problematization of this knowledge, and having the teaching practice and its real place of action as a discussion tool makes this procedure an effective and meaningful training continuum (NÓVOA, 2002; CANDAU, 1997; FREIRE, 1996). It is necessary to provide a reflective training that aims to perceive the school reality as a formative device and research as a possibility for innovation. It was concluded that teaching professionalism is made up of a variety of knowledge that weaves the teaching praxis and that this knowledge comes from examples and family and school incentives, from the formative moments, from the experiences and experiences of the daily work and expanded during the profession. It is suggested that a possible path for the teaching professionalism is the qualification of the formative spaces, of the moments of pedagogical planning, of fights for rights and the creation of environments that allow the dialogue and the use of memory as a means of establishing the teaching professional identity.