Professional life cycle of the Federal District teachers: temporality and working condition

Authors

DOI:

https://doi.org/10.18675/1981-8106.v32.n.65.s16545

Keywords:

Professional Life Cycle. Temporality. Working Conditions. Brazil. Teachers.

Abstract

This article aims to analyze the teaching professional life cycle in the context of the Federal District (Brazil), considering the different phases indicated by the national and international literature (Huberman, 2000, Marcelo Garcia, 2019; Vaillant, 2008; and Papi, 2011). The methodology deals with the analysis of data on the relationship between temporality and working conditions. The study is the result of a survey with new/beginner teachers of basic education in the Education network of the Federal District. As data sources 427 questionnaires and 70 interviews were used. Theoretically, this study refers to Huberman (1989, 1992 and 1995), Duarte (2013), Marx (1999), Luckas (1990) among others. We chose the relationship between professional life stages and involvement with teaching work. The result shows that temporal marks have evidence in the professional life cycle, but that the marks of experience (perjivanie) constitute the professional life of teachers in the Federal District. The synthesis that emerges from the real shows that the difficulties and discoveries of beginning/entry teachers are intrinsically linked to their conditions and the ways of carrying out work, it is understood that the construction of new relationships and working conditions can enable the collective confrontation of the objective and subjective conditions that hinder the process of constituting an individuality for oneself.

References

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Published

2022-12-13

How to Cite

SILVA, K. A. C. P. C. da; CRUZ , S. P. da S. Professional life cycle of the Federal District teachers: temporality and working condition. Educação: Teoria e Prática, [S. l.], v. 32, n. 65, p. e37[2022], 2022. DOI: 10.18675/1981-8106.v32.n.65.s16545. Disponível em: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/16545. Acesso em: 17 jul. 2024.

Issue

Vol. 32 No. 65 (2022): Publicação Contínua

Section

Dossiê

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