Profissionalização e profissionalidade docente: saberes, práticas, desafios e perspectivas

Abstract

The present research aims to understand how the process of teaching professionalization of teachers who teach mathematics takes place in a municipality in the Southern Lowlands of Bahia and the possible impacts on the constitution of teaching professionalism. For this, the Career Plan and Statute of the Municipal Public Teaching was analyzed in order to characterize the teacher who teaches mathematics, as well as to emphasize the role of these public policies in the characterization and/or mischaracterization of the teaching profession. As a theoretical methodological reference in the field of professional knowledge and learning about teaching, the contributions of Sacristán (1989), Veiga (1998), Pimenta (1998) and (1999), Contreras (2002), Dias (2002), Valente (2005), Soares (2010), Chapani (2012), Marquesin (2012), Freire; Lando; Lima (2016), Oliveira (2020), Pourbaix and Silva (2022), which brought important reflections on the process of professionalization and the constitution of teaching professionalism. The investigation is a documentary research, with a qualitative approach, which had as its starting point the bibliographic review and later, the analysis of the Career Plan and Statute of the Municipal Magisterium. The reflections defined professionalization as the public policies of recognition of professional qualification and appreciation of the teaching profession through remuneration, the possibility of career progression, status in the profession, autonomy in pedagogical work, improvements in working conditions and working hours. work, consistent with legal support. As a result, they reinforced teaching professionalism as a result of professionalization, the former being intrinsically associated with the re-signification of knowledge and practices, new thoughts, new pedagogical practice, articulation between theory and practice, autonomy in pedagogical work, achieved during initial training. and/or continued, that is, in professional qualification. In view of this, the analysis and discussion of the Career Plan as a municipal public policy pointed out its importance for the legitimation of the profession of the teacher who teaches mathematics in the studied municipality and its significant contributions to the construction of teaching professionalism. However, the results indicated the need to review this policy to meet the real needs of the category, causing the strengthening of professionalization and, as a result, the guarantee of professional qualification.