PROFISSIONAL DOCENTE: O SER E O MANTER-SE NA DOCÊNCIA

Abstract

This research, whose theme is about being and remaining a teacher, has as object of investigation the teaching professional. Our premise is that to be an education professional in the contemporary society is not an easy task as there are many factors that influence the teaching professional practice, from his/her education to his/her professional constitution. Thus, we understand that there is a complexity about being a teacher as it is a vulnerable profession due to various transformations that have been happening in the contemporaneity. In this way, the objective of this study was to unveil what is to be a teacher and what keeps them in the profession. This is a qualitative research (BOGDAN; BIKLEN, 1994) whose study participants were teachers in continuing education through the Education Development Program (Programa de Desenvolvimento Educacional - PDE) of Paraná, in the Education Regional Centers of Ponta Grossa, Wenceslau Bras and Telemaco Borba. Data collection occurred in two phases: the first with a questionnaire (N=160) and the second included semi-structured interviews (N=6). Data were analyzed using the EVOC and SIMI softwares and also through discursive textual analysis (MORAES; GALIAZZI, 2011). We elected as theoretical framework of the research authors that deal with the teaching profession and teacher education, as Nóvoa (1995), Marcelo (2009), Fontana (2010), Imbernón (2011), among others. In addition, we held on some concepts of Psychoanalysis using scholars as Freud (1912; 1937), Lacan (1979a; 1979b) and Mrech (2003; 2005a; 2005b). On the one hand the results show that being a teacher moves between three evocations (commitment, dedication and education) and three representative categories (I - Teacher: Professional of transformation, II - Teacher: Professional of knowledge and III - Teacher: Professional of uncertainty). On the other hand remaining a teacher was proved markedly by the significant „transformation‟. Thus, it is possible to point out that being a teacher is not limited to the teaching and learning process, but beyond it. The investigated teachers demonstrate that they have other concerns and need to account for situations that transcend the classroom and remaining in the teaching profession goes through the desire to be recognized by the other.