Por que os professores permanecem na docência?

Abstract

Teaching is one of the professions most affected by the social, cultural and economic changes that permeate the current context.In this perspective, the present study aimed to analyze the reasons that lead teachers to remain in teaching, given the challenges faced in the profession in the current context. The specific objectives were: to investigate the reasons that lead teachers to remain in teaching; Identify the challenges faced in the profession. As the main authors that guided the theoretical basis are:Freire (2011), Libâneo (2000), Tardif (2002), Rios (2001), Pimenta (2002) Codo (1999), Lopez (2002) Imbernón 1994). The methodology developed was based on the qualitative perspective and had as instruments of data collection, a structured interview conducted with three primary school teachers I of a public school system in the city of Bayeux. The results of the analyzes showed that the educators interviewed are in the profession for "love", for the taste of teaching teaching and for the belief that education is changing. The challenges in which the interviewees pointed out are related to students' indiscipline, family structure and social issues, and lack of student motivation. I conclude by reinforcing the importance of this work in view of the fact that their data show that, despite the many difficulties that teachers face in their work and in their profession, some of them demonstrate identification, engagement and permanence projects in the occupation. This may, on the one hand, be an indication that these professionals develop a more committed teaching practice. On the other hand, this information contradicts many of the negative perspectives regarding the relationship that these professionals establish with the profession.