Janelas da professoralidade : demandas e deslocamentos nos labirintos da práxis

Abstract

This thesis is a study on the life stories of teachers, built from the narratives of their professional trajectories. The general objective of the study was to develop possibilities to analyze articulation practices and the tensions that permeate the teaching of subjects throughout their professional trajectory. As a background, studies on the theory of professional cycles for teachers, by Huberman (2000), were sought for possibilities to look at teacherhood from the narratives of teachers in the 21st century. The production of the sources took place from the perspective of Oral History, during the year 2020, with 08 (eight) teachers who share teaching in the public education system in the State of Rio Grande do Sul, in the region of Veranópolis. Those teachers started their teaching career between 1970 and 2016. Each teacher who took part in this study, seen in the context of their historical training, becomes an invitation to think about teacherhood under the parameters of their perceptions and meanings of the world that are articulated according to the social matters, through which their daily experiences are constructed. The analysis made it possible to think about how teacher trajectories are involved by articulations established in different dimensions of the social, political and cultural sphere, in a continuous movement of praxis, where the demands of professorality, incomplete in their certainties, build meanings in the subjectivities of the being and doing teaching, during their trajectories.