Projeto de vida profissional: significações atribuídas por professores iniciantes
Data
2023-12-07
Autores
Sousa, Luiz Alberto de 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A atratividade da carreira docente está cada vez mais baixa e alguns dos profissionais que
ingressam na educação se mostram desmotivados ou até mesmo desistem nos primeiros anos
de trabalho. Neste contexto, este estudo tem por objetivo geral investigar se professores
iniciantes em atuação na rede municipal de ensino de Guarulhos possuem um Projeto de Vida
Profissional e, em caso positivo, que significações lhe são atribuídas. Como objetivos
específicos, busca-se compreender os fatores envolvidos com o processo de escolha da
profissão docente e se essa escolha foi desejada ou possível; investigar os fatores que
influenciaram ou não a constituição de um Projeto de Vida Profissional; e analisar quais são as
expectativas do professor iniciante em relação à carreira docente. A pesquisa se justifica por
oferecer condições para a compreensão do modo como se configuram os projetos de vida
profissional dos professores iniciantes, subsidiando reflexões sobre a atratividade da carreira,
reconhecida por sua baixa procura. O enfoque teórico-metodológico que alicerça esta
investigação é o da Psicologia Histórico-Cultural, desenvolvida por Lev Vigotski e
colaboradores, correlacionado com a literatura sobre Projeto de Vida, tendo o respaldo em seus
autores nacionais e internacionais. A pesquisa de abordagem qualitativa utiliza a entrevista
como instrumento de coleta e análise dos dados, tratados de acordo com o procedimento dos
núcleos de significação, cuja fundamentação se dá na perspectiva do materialismo histórico e
dialético. As conclusões apontam uma lacuna de estudos sobre a temática, em especial no que
se refere especificamente aos professores iniciantes; cada um dos professores participantes
desse estudo significou o seu Projeto de Vida Profissional de modo distinto, visando atender
suas necessidades. Ao analisarmos as expectativas dos professores, observamos o quanto é
importante a existência de um ambiente de acolhimento na escola para que os primeiros anos
de atuação sejam momentos de atenção e cuidado com a profissão docente. Por fim, essa
pesquisa revelou também as dificuldades que esses profissionais vivenciaram ao ingressar na
carreira no período da pandemia de Covid-19
The attractiveness of a teaching career is becoming increasingly scarce, especially when we look at young people aged between 20 and 24. Of these professionals who enter education, some are unmotivated or even give up in the first few years of work. This study has the general investigate objective, if the beginning teachers that work in the municipal education in the Guarulhos city have a Professional Life Project and, in if so, what meanings are attributed to it. As specific objectives, we seek to understand the factors are involved of the choosing teaching profession process and if this choice was desired or possible; investigate the factors that did or didn´t influence the creation of a Professional Life Project; and analyze what the expectations of the beginning teacher in relation to the teaching career. The research is justified by offering conditions to understanding how life projects are configured professional experience of beginning teachers, supporting reflections on the attractiveness of career, recognized for your low demand. The theoretical-methodological approach that underpins this investigation is that of Historical-Cultural Psychology developed by Lev Vigotski (1896- 1934), and collaborators, correlated with the literature on Life Project, with the authors Viktor Frankl (1959 - 2020), Erik Erikson (1902 – 1994), Damon, Menon and Bronk (2003), Damon (2009), Araújo, Arantes and Pinheiro (2020), Dellazzana-Zanon (2016), Leão, Deyrell e Reis (2011) to reference this theme. Qualitative approach research uses interviews as a collection instrument and for data analysis, treated according to the meaning nucleus procedure of Aguiar and Ozella (2006, 2013) and Aguiar Soares and Machado (2015), the basis of which is gives from the perspective of historical and dialectical materialism. The conclusions indicate that for beginning teachers who composed this study, each one meant their Professional Life Project in a different way, aiming to attend your needs. Analyzing your expectations, we observed how important is the reception in the first performances in school units. At a time, revealed how these professionals experienced entering their career during the Covid-19 pandemic.
The attractiveness of a teaching career is becoming increasingly scarce, especially when we look at young people aged between 20 and 24. Of these professionals who enter education, some are unmotivated or even give up in the first few years of work. This study has the general investigate objective, if the beginning teachers that work in the municipal education in the Guarulhos city have a Professional Life Project and, in if so, what meanings are attributed to it. As specific objectives, we seek to understand the factors are involved of the choosing teaching profession process and if this choice was desired or possible; investigate the factors that did or didn´t influence the creation of a Professional Life Project; and analyze what the expectations of the beginning teacher in relation to the teaching career. The research is justified by offering conditions to understanding how life projects are configured professional experience of beginning teachers, supporting reflections on the attractiveness of career, recognized for your low demand. The theoretical-methodological approach that underpins this investigation is that of Historical-Cultural Psychology developed by Lev Vigotski (1896- 1934), and collaborators, correlated with the literature on Life Project, with the authors Viktor Frankl (1959 - 2020), Erik Erikson (1902 – 1994), Damon, Menon and Bronk (2003), Damon (2009), Araújo, Arantes and Pinheiro (2020), Dellazzana-Zanon (2016), Leão, Deyrell e Reis (2011) to reference this theme. Qualitative approach research uses interviews as a collection instrument and for data analysis, treated according to the meaning nucleus procedure of Aguiar and Ozella (2006, 2013) and Aguiar Soares and Machado (2015), the basis of which is gives from the perspective of historical and dialectical materialism. The conclusions indicate that for beginning teachers who composed this study, each one meant their Professional Life Project in a different way, aiming to attend your needs. Analyzing your expectations, we observed how important is the reception in the first performances in school units. At a time, revealed how these professionals experienced entering their career during the Covid-19 pandemic.