A profissão docente e o acontecimento da docência: um exercício de escuta com jovens professores e professoras

Abstract

This study aims to investigate how new teachers recognize, or not, themselves as education professionals throughout their journey in the university and the school, taking into consideration the various possibilities involved in the practice of teaching and the studies about it. To this end, it consists of an online questionnaire aiming at new teachers who had graduated in 2019, 2020, or 2021 and teach currently in regular schools. To analyze the participant's answers, the definitions of professionalization, de-professionalization, phenomenon, and vocation. The analysis was organized into four different categories: Teaching Individuals; The choice for teaching; The paths up to teaching; The teaching as a path. It was possible to realize, from the analysis, that the phenomenon of teaching individuals is a complex and continuous process and that is why it is hard to define a moment when someone becomes a teacher. It led to the conclusion, then, that the process of studying the teaching professions and the academic qualification of teachers is complex and intricate, which leads to the necessity of more studies on this topic.