ASPECTOS DA VALORIZAÇÃO DOCENTE EM NARRATIVAS DE PROFESSORAS DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Valdete Aparecida Fernandes Moutinho Gomes; Celia Maria Fernandes Nunes; Karla Cunha Pádua

doi:10.22481/praxisedu.v15i36.5899

Authors

Valdete Aparecida Fernandes Moutinho Gomes Rede municipal de Mariana - Brasil http://orcid.org/0000-0002-9096-9151
Celia Maria Fernandes Nunes Universidade Federal de Ouro Preto - Brasil http://orcid.org/0000-0002-2338-1876
Karla Cunha Pádua Universidade do Estado de Minas Gerais - Brasil http://orcid.org/0000-0003-0421-9897

DOI:

https://doi.org/10.22481/praxisedu.v15i36.5899

Keywords:

Human interactions, Teachers’ condition, Teachers’ valorization

Abstract

Teachers’ valorization has been increasingly highlighted by professionals and researchers of the educational area as one of the most important features that enable the construction of a more democratic society and enhance the quality of education. Based on this assumption, we present the outcomes of master’s research aimed to investigate the teachers’ valorization through the narratives of the professionals who teach the first levels of Brazilian elementary school within the municipal sector in Mariana, a town of Minas Gerais State, in conjunction with the theoretical references on the theme. We have concluded that the concept underlying the teachers’ valorization is polyssemic and entails not only objective aspects such as formation, salary, working conditions and career plan but also subjective aspects, namely social recognition and professional achievement. Moreover, both aspects are embedded in the teachers’ lives. The narratives of the teachers studied have revealed other aspects related to the working conditions which go beyond the goals accomplished by the municipality, such as the increase of the salary due to policies envolving the career plan. Similarly, we have dealt with little explored issues, such as the relationship between the teacher and the student, the family and the school and between the peers, all of these experienced throughout the develoment of the profession. In doing so, we show the importance of these interactions by the teachers and demonstrate the human dimension in the teaching task and its relationship with the teachers’ valorization process.

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Author Biographies

Valdete Aparecida Fernandes Moutinho Gomes, Rede municipal de Mariana - Brasil

Mestra em Educação pela Universidade Federal de Ouro Preto (UFOP). Membro do Grupo de Pesquisa Formação e Profissão Docente (FOPROFI) do Departamento de Educação da UFOP; Professora de educação infantil da rede municipal de Mariana.

Celia Maria Fernandes Nunes, Universidade Federal de Ouro Preto - Brasil

Doutora em Educação pela Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio). Pós-Doutora em Educação pela Universidade Federal de Minas Gerais (UFMG). Atualmente é Professora Associada da Universidade Federal de Ouro Preto (UFOP) atuando na Graduação e Pós- Graduação. Vice-líder do Grupo de Pesquisa em Formação e Profissão Docente (FOPROFI) do Departamento de Educação da UFOP.

Karla Cunha Pádua, Universidade do Estado de Minas Gerais - Brasil

Doutora em Educação pela Universidade Federal de Minas Gerais (UFMG). Pós-doutora em Antropologia (ICS-Universidade de Lisboa), e em Educação pela Universidade Federal de Ouro Preto (UFOP). Professora da Faculdade de Educação (FaE) e do Programa de Pós- Graduação em Educação (PPGE), na Universidade do Estado de Minas Gerais (UEMG), Campus de Belo Horizonte. É membro dos grupos de pesquisa Prodoc (UFMG) e Polis e Mnemosine (UEMG).