“She was born to be a teacher” –

• Autor(a) principal: Montagnoli, Renata Lewandowski
• Data de Publicação: 2022
• Outros Autores: Mafra, Adriano
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Labor
• Texto Completo: http://www.periodicos.ufc.br/labor/article/view/80559
• topic: Licentiate degree. Teaching work. Feminization. Gender inequality.; Grado. Trabajo docente. Feminización. Desigualdad de género.; Licenciatura. Trabalho docente. Feminização. Desigualdade de gênero; Educação; Ensino; Profissão docente

This article aims at approaching the construction of the collective imaginary about teaching as a female work from the end of the 19th century and the beginning of the 20th century. Initially, teaching in Brazil was an occupation of men. However, the expansion of public education services increased the number of teacher vacancies, which also began to be occupied by women. By allowing women to perform a work initially intended for men, it was sought to justify that they were more apt to perform teaching work, as they would naturally be more inclined to care, since their main role was related to motherhood. This collective imaginary about teaching as a gift made higher education courses in Pedagogy and teacher training courses in general – especially those with the largest number of women – the options with the lowest remuneration. The discussions in this article are based on research carried out by Bernadete Gatti et al. (2019), Flúvia Rosermberg and Tina Amado (1992), Guacira Lopes Louro (1997, 2004), and Marcus Vinícius Cunha (2011).