Formação e profissão docente: uma análise reflexiva sobre a teoria e a prática dos professores do município de Ponte Preta/RS

Abstract

This article provides a reflexive analysis of the academic and professional trajectories of teachers in the municipality of Ponte Preta/RS, with the aim of understanding the paths that led them to become educators. The research question investigates the academic and professional journeys experienced by the teachers that enabled their entry into the teaching profession. The primary objective is to identify and comprehend the academic and professional trajectories that contributed to the formation of educators, thereby delineating the educational and professional profiles of the teachers. The methodology comprises qualitative research with a descriptive-interpretative approach, incorporating bibliographic research that references prominent authors in the field of education, such as Day (1999), Nóvoa (2022), and Zabalza (2014). Additionally, it includes field research through semi-structured interviews conducted with five teachers working in Early Childhood Education or Primary Education - Early Years. The data were analyzed according to the procedures described by Bardin (1977), allowing the categorization and interpretation of results. Moreover, research ethics were respected, with participants' consent obtained and confidentiality of information ensured. The adopted methodology enabled the understanding of the teachers' formative and professional trajectories, categorized into three main themes: professional and personal profile, professional journey, challenges and learning, and the path of being a teacher. The results of this research revealed an interconnection between the educators’ professional and personal profiles, their teaching trajectories, and the challenges they encountered throughout their careers. We identified that classroom practice plays a central role in the professional development of teachers, complementing and enriching their academic training. Furthermore, it became evident that the continuous pursuit of learning and reflection on practice are fundamental for improving teaching performance. The educators highlighted the importance of initial and ongoing training, as well as the influence of personal and professional experiences in their trajectory as teachers. These findings enhance our comprehension of the academic and professional pathways that lead to a teaching career, offering valuable insights for fostering both the personal and professional growth of educators.