Profissão docente: emoções e sentimentos

Abstract

This study offers a reflective analysis of the emotions and feelings experienced by female teachers in the municipality of Barão de Cotegipe, both in their daily routines and across their professional trajectories. It aims to understand how these emotional experiences influence their teaching practices. The central research problem centers on identifying the emotions and feelings that emerge in teachers’ professional lives. The main objective is to investigate and characterize the emotional dimensions of teaching as experienced by educators in the course of their work. The methodology employed in this study comprises a bibliographic review, drawing on the works of authors such as António Damásio (2000), Daniel Goleman (2011), Mary Sandra Carlotto (2012), Tamara Myles (2015), among others, whose contributions were referenced throughout the researcher’s academic journey. Additionally, a qualitative research approach was adopted to investigate the specificities and subjective dimensions of individual experiences. This was complemented by a field study involving semi-structured interviews with nine in-service teachers from schools in Barão de Cotegipe, RS. The participants represented various stages of their professional trajectories: some with ten to twenty years of experience, others in the early stages of their careers (one to five years of experience), and some approaching retirement. Data analysis followed the procedures established by Bardin (1977), which facilitated the categorization and interpretation of the findings. Ethical principles were upheld throughout the research process, including the acquisition of informed consent from participants and the assurance of confidentiality regarding the information collected. The selected methodological approach enabled a comprehensive examination of the data in accordance with the research question, with the aim of revealing the emotions and feelings experienced by teachers in the context of their professional practice. The results indicate that teachers face a wide range of emotional experiences. When referring to their students, many participants expressed feelings of joy and fulfillment, particularly when observing student progress and development. However, when addressing the broader school environment, participants frequently reported a decline in mental well-being, with stress and depression emerging as common concerns. A majority of the teachers described a sense of professional devaluation, citing feelings of demotivation, work overload, and a perceived lack of institutional support and encouragement to continue in the profession.