Identidade Profissional Docente: uma perspectiva dos professores que atuam em regime de designação temporária em uma instituição de ensino municipal de Cachoeiro de Itapemirim-ES

Abstract

This research discusses the professional identity of teachers as a research theme, aiming to analyze how the teaching identity of teachers who work under the temporary designation regime (DT) in the initial years of elementary school in the municipality of Cachoeiro de Itapemirim - ES is constructed. The following research objectives are: a) to know and analyze the public policies for hiring teachers to work in the initial years of elementary school in the municipality of Cachoeiro de Itapemirim - ES; b) to investigate the knowledge and experiences that are articulated to the construction of the professional teaching identity of teachers in the municipality of Cachoeiro de Itapemirim; c) reflect on the conceptions and meanings attributed by teachers to the teaching work in the construction of their identity; d) to identify the difficulties and challenges in the performance of these teachers who are under temporary designation and how this is articulated to their teaching professionality. To this end, we ask ourselves: "How is the professional teaching identity of teachers, under a temporary designation regime, who work in the initial years of elementary school in a school of the municipal school system of Cachoeiro de Itapemirim - ES?". To answer the research problem and achieve the objectives, we developed qualitative research. As instruments of data production, we consulted the documents, focus group and field diary. The subjects of this study were the teachers who work in temporary assignment in the initial years of elementary school, crowded in a school of the municipal network of Cachoeiro de Itapemirim (here called "Aparecida School" to ensure the anonymity of the information). To analyze the data obtained in our research, we opted for data triangulation. In the course of the work, we present academic research and how they talk to our study, in addition to bringing authors who dialogue with the object. The main authors who guide this research are Freire (1989; 1991; 1996; 1997; 1999; 2000; 2003) and Gatti (1996; 2002; 2003; 2005; 2008; 2009). We also talk about the trajectory of the teaching work with its challenges and advances, pointing out how the performance of DT teachers occurs in view of teacher precariousness. According to the instruments of data production, we analyzed the results by the categories: hiring policies and identity of the teacher, noting that there are still some adjustments to be needed so that the DT teacher is valued, if compared to the effective one, in the municipal network surveyed. With this research we want to contribute to the reflection of teaching practice and the social function of education professionals, who are fundamental pieces in the formation of critical subjects, deserving to be valued.