Intersecção entre trabalho e família: um estudo comparativo entre professoras na região central do Rio Grande do Sul

Abstract

This study aims to understand the impact of the triple workday and motherhood in the process of construction of professional identity and professional advancement of female teachers. The theoretical bases that underlie the research are: Dubar (2005; 2006) to understand the category of professional indentity; Scott (1989) and Bourdieu (1998) in considering power relations and symbolic power in the construction of gender identity and female personality; the social construction of motherhood based on Bandinter (1985) and the sexual division of labor under the theorization of Kergoat (2002). It uses the comparative and narrative method to analyze the impirical data. The research universe is made up of teachers who work in the state, federal and private schools in the Central Region of Rio Grande do Sul State and who perform their activities in high school. As data collection instruments, questionnaires and semi-structured interviews were applied. Report analysis was developed with the help of RQDA software. The results indicate that the social constructions of motherhood and gender identity strongly impact on labor relations, the insertion of these professional in the positions of power and management of the school system and their permanence in the sphere of the world of work. Professional and personal interests are secondary, as well as the strategies used to lighten the overload of activities; these elements reinforce gender inequalities by corroborating that the domestic space remains associated with na instance confined to women.