Trajetórias de professores dos anos iniciais do ensino fundamental: uma análise bibliográfica

Abstract

This article was prepared based on a bibliographical survey carried out to support a master's degree research. The objective of the work was to analyze what current academic research says about professional choice, training and professional trajectories, challenges and expectations of these teachers, inserted in municipal education systems belonging to public schools. The works were selected from a search in the Capes Catalog of Theses and Dissertations and also in the Digital Library of Theses and Dissertations (BDTD). The research is based on the notion that public schools are an important space for social transformation for the working class, and the teacher is the subject who can enhance this process, through their actions with political and social awareness. Among the research analyzed on the topic, we observed that the methodology of narratives offers a fertile field for the study of various issues in the teaching profession, allowing the exploration of subjective aspects of the subjects. Among the results found, we observed that during the teachers' career it is possible to find factors of teacher appreciation and achievement, but also reports of frustration and teacher illness linked to working conditions. Teacher training is always insufficient to face the challenges of the profession and beginning teachers face many difficulties. Contradictorily, challenges sometimes become stimuli to reinvent oneself and continue teaching, feeling fulfilled with their professional work, even if not always, seeking to carry out quality work in public schools.