A docência entre o ideal republicano e as violências do cotidiano
Carregando...
Tipo
Artigo
Classficação
Nível teórico
Data
2021
Autores
Título do Períodico
Educação e Pesquisa
ISSN
1678-4719
Página(s)/e-location
e236303
Idioma(s)
pt
Fonte
Fonte
São Paulo
47
47
Coleções
Resumo
O artigo é fruto de pesquisa em curso e tem como base um conjunto de depoimentos de professoras e diretoras atuantes em escolas públicas do Rio de Janeiro, localizadas em territórios conflagrados por conflitos armados. Este estudo está dividido em quatro tópicos. O primeiro apresenta o universo pesquisado e o segundo, observa como jovens professoras percebem o seu papel profissional e se comportam diante das explosões de violência em que, muitas vezes, se veem envolvidas. O terceiro tópico analisa os depoimentos de professoras que exerceram cargos de direção, perscrutando os modos de lidar com a violência em seu cotidiano, e o quarto tópico aborda as percepções partilhadas pelas professoras sobre a relevância de seu trabalho, indicando que o ideal da educação pública-republicana ainda se impõe no interior de suas escolas. O enfoque escolhido foi as táticas que elas articulam em situações de violência, em vista de suas experiências pregressas e das expectativas que nutrem em relação ao seu futuro. Para tanto, elegeram-se duas questões que orientam as análises apresentadas, a saber: que razões motivaram as professoras a permanecerem nas escolas localizadas em territórios conflagrados, apesar dos riscos? Que argumentos ancoram tal decisão? Por meio delas, é possível perceber os processos pelos quais essas professoras produzem uma cultura profissional própria, na interseção entre as narrativas que elas constroem sobre sua trajetória profissional e o projeto de construção democrática que, historicamente, tem dado sentido à escola pública.
The article is the result of ongoing research and is based on a set of testimonies from teachers and principals working in public schools in Rio de Janeiro, located in territories conflagrated by armed conflicts. This study is divided into four topics. The first presents the universe researched and the second observes how young teachers perceive their professional role and behave in the face of the explosions of violence in which they often find themselves involved. The third topic analyzes the testimonies of teachers who held management positions, examining the ways of dealing with violence in their daily lives, and the fourth topic addresses the perceptions shared by teachers about the relevance of their work, indicating that the ideal of Republic public education still imposes itself inside the schools. The chosen focus was the tactics they articulate in situations of violence, in view of their past experiences and the expectations they have regarding their future. Therefore, two questions were chosen to guide the analyzes presented, namely: what reasons motivated the teachers to remain in schools located in conflicted territories, despite the risks? What arguments support such a decision? Through them, it is possible to perceive the processes by which these teachers produce their own professional culture, in the intersection between the narratives they build about their professional trajectory and the democratic construction project that, historically, has given meaning to public school.
The article is the result of ongoing research and is based on a set of testimonies from teachers and principals working in public schools in Rio de Janeiro, located in territories conflagrated by armed conflicts. This study is divided into four topics. The first presents the universe researched and the second observes how young teachers perceive their professional role and behave in the face of the explosions of violence in which they often find themselves involved. The third topic analyzes the testimonies of teachers who held management positions, examining the ways of dealing with violence in their daily lives, and the fourth topic addresses the perceptions shared by teachers about the relevance of their work, indicating that the ideal of Republic public education still imposes itself inside the schools. The chosen focus was the tactics they articulate in situations of violence, in view of their past experiences and the expectations they have regarding their future. Therefore, two questions were chosen to guide the analyzes presented, namely: what reasons motivated the teachers to remain in schools located in conflicted territories, despite the risks? What arguments support such a decision? Through them, it is possible to perceive the processes by which these teachers produce their own professional culture, in the intersection between the narratives they build about their professional trajectory and the democratic construction project that, historically, has given meaning to public school.
Descrição
Palavras-chave
História da educação, Profissão docente, Construção democrática, History of education, Teaching profession, Democratic construction
Citação
XAVIER, Libania. A docência entre o ideal republicano e as violências do cotidiano. Educação e Pesquisa, São Paulo, v. 47, p. e236303. 2021. https://doi.org/10.1590/S1678-4634202147236303. Disponível em: https://www.scielo.br/j/ep/a/jnkv6tt5Nn7YpBsV6DnPrGd/?format=html&lang=pt. Acesso em: 2023-03-10