Eu sou professora, e agora? – As significações imaginárias de professoras da educação básica sobre a docência

Abstract

The dissertation entitled I am a teacher and now? The imaginary meanings of basic education teachers on teaching linked to Research Line Training, Knowledge and Professional Development of Programa de Pós-Graduação em Educação of Universidade Federal de Santa Maria (PPGE-UFSM) sought to know the imaginary of basic education teachers on teaching, identifying the reasons why they remain in the profession. The methodology adopts a qualitative approach and is divided into two main stages: the bibliographic research and the construction and data analysis. The bibliographic studies on the social imaginary are supported primarily in theories of Augras (2009), Castoriadis (1982), Gens (2006), Losada (2006); on teacher training at Nóvoa (2009), Oliveira (2000, 2006, 2009) among others. As data construction tool it has been used the life story through oral reports and autobiographical writings that prompted reflection exercises on the meaning of teaching in the teacher s life and the data analysis rooted in the hermeneutic approach. The participants of the research are four teachers of basic education in Santa Maria, who work in two education networks. With the development of the research, it was noticed that the teachers evaluate the municipal public network such as the one that helps them feel good as teachers because of the salary issue, the possibility of speech and support of school managers. The state system has been identified as the one that offers the worst working conditions for teachers, bearing in mind the installment payment of wages and the large number of students in the classroom. The private system, despite offering the best working conditions, is the one that has contributed to teachers discomfort bearing in mind the charges that are imposed with regard to the effective work of the teacher in the classroom and in most are performed outside the school. The paper also aims that the recognition of parents and students in face of the work that they develop, and the relationships with coworkers are aspects that teachers point out as the ones that drive the desire to be in school as teachers.