Os sentidos da carreira docente na Educação Física Escolar

Abstract

The aim of this research was to understand the meanings of the teaching career for RMEPel PE teachers. We adopted, for this, the theoretical current of Dialectical Historical Materialism, with a philosophical basis of Marxism. This is a descriptive study of an analytical-interpretative nature with 11 PE teachers over 20 years of teaching. For data collection we used the writing of autobiographical letters and semi-structured interviews. In data analysis, we use data triangulation and content analysis. We seek to understand the teaching career from the choice of undergraduate PE in the years leading up to retirement. We found that, with the exception of one teacher, the reasons for choosing a PE degree were not related to teaching itself, but because of sportcombined with another determinant. We found that his initial training was sports and had limitations for work in the school environment and that the entry into the teaching career occurred mainly due to the rights / advantages of the public sphere. Regarding PE at school, it was considered to be poorly recognized and the general working conditions, such as high hours, the situation of multi-jobs, career plan and lagged wages, non-payment of the floor and specific area, such as infrastructure precarious and lack of materials for PE classes, presented as difficulties throughout their career. We point out as meanings of the teaching career for RMEPel PE teachers: A) Achievement as a teacher and teacher: despite the professional devaluation perceived throughout their careers, they expressed a sense of professional and personal fulfillment of being teachers and teachers. B) Relations with students: mainly in the possibility of collaboration in transforming their reality. C) The Gift / Vocation for teaching: the teacher believes in the existence of a gift or vocation to remain in the precarious teaching career and as this discovery occurred during the profession itself and only one teacher reported wanting to be a teacher since she was a child, we call it a late vocation . D) The Public and the Private in the teaching career: the entry into the public sphere and especially the permanence in the teaching career was also due to the rights / advantages present in the public sphere in relation to the private sphere. The precariousness, the intensification and the deprofessionalization that we see in the teaching function and career affect the meanings of the teaching career, especially when its effects negatively impact on the formation of students. The professors were concerned with the future of Public Education and the end of labor and social security rights, this is due to the transformations occurred by the neoliberal capitalist policies that disrupted the career, the school, the education and the society. We consider that, despite this, there are still meanings in the work and in the teaching career occupying the centrality in human life and in the formation of the social being.