CHOOSE PROFESSIONAL AND FUTURE PROSPECTS IN TEACHING: an analysis from the subjectivity of teachers

• Autor(a) principal: Gallert, Adriana Ziemer
• Data de Publicação: 2016
• Outros Autores: Tacca, Maria Carmen Vilella Rosa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Observatório
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/2791
• topic: Professional choice; subjectivity; future prospects in teaching; Professional choice; subjectivity; future prospects in teaching; Elección profesional; la subjetividad; las perspectivas de futuro en la ensehanza; Elección profesional; la subjetividad; las perspectivas de futuro en la ensehanza; Escolha profissional; subjetividade; perspectivas de futuro na docência; Escolha profissional; Subjetividade; Perspectivas de futuro na docência

ABSTRACT This work includes research on the production of subjective senses of teachers against the profession adversity and presents the results next goal: identify expectations, achievements and frustrations of teachers regarding their career choices and future prospects. The link between these two approaches is in a challenging issue given the complexity of the educational context, enabling a deeper understanding of the process of teaching learning and professional development. The subject is approached from the perspective of the Theory of Subjectivity, González Rey, and the subjectivity defined as a complex system, singular and contradictory, which is in the course of each person's life story and is in constant motion from the continuous and procedural production of subjective senses. The research was guided from the Qualitative Epistemology assumptions, proposed by the same author, in which the empirical and theoretical construction is characterized by constructive and interpretative nature of the Information, the dialogic process and the legitimacy of individual cases as knowledge production instance scientific. The participants were eleven elementary school teachers of a public school in Palmas-TO. The methodological procedures were observations, interviews, group discussions, text production and complement phrases. Regarding the professional choice of teachers, we identified three reasons: family influences, lack of job opportunities in other areas and personal choice by the magisterium. Such reasons articulated in a complex way and dialectic with the future prospects in the profession: part of the group would like to act in other areas in education, some felt-made and others wanted to change jobs. We conclude that the process of career choice and the uniqueness of life history are factors that also influence the way teachers experience their daily lives and how to position themselves against the personal choice to stay or give up teaching.