Docência: motivações para a escolha e permanência na profissão

Abstract

This work addresses the topic “Teaching: motivations for choosing and remaining in the profession.” Given the current scenario, in which the devaluation of the teaching career and the constant challenges faced by education professionals directly impact their permanence in the field, this study seeks to understand the paths that led them to become educators and what motivates them to remain in the profession. Thus, the research problem investigates what the motivations were for choosing and staying in the teaching profession. The general objective is to investigate and identify which factors (personal, social, economic, and cultural) influenced the decision to become a teacher and which factors contribute to remaining in the teaching profession. The methodology of this study consisted of qualitative research, with a descriptive-interpretative approach, using a bibliographical review that included relevant authors in the field of Education, such as Day (1999), Nóvoa (2022), and Kuenzer & Caldas (2009), as well as field research through semi-structured interviews conducted with eight teachers from different levels of basic education and with varying career lengths. All the interviewed teachers work in the municipality of Itatiba do Sul-RS or are retired after having worked in the same locality. The data were analyzed according to the procedures described by Bardin (2009), allowing for the categorization and interpretation of the results. Additionally, ethical research principles were respected, with participants’ consent obtained and confidentiality ensured. The adopted methodology made it possible to understand the teachers' educational and professional trajectories, categorized into three main themes with the following titles: Personal and professional profile; Teaching career: reasons for choosing and challenges faced; Institutional support and future expectations. The results of this research revealed that, despite challenges such as student indiscipline, lack of family engagement, and social and salary devaluation, teachers remain in the profession mainly due to vocation, love of teaching, and commitment to education. Support from school management was cited as relevant for motivation in professional practice, although most teachers expressed pessimism regarding the future appreciation of the profession. The study concludes that, beyond economic factors, a passion for teaching and hope for social transformation through education are decisive factors for these professionals to remain in teaching.