Ciclos de vida profissional docente: um estudo da teoria e do estado do conhecimento

Abstract

This Course Completion Work is a theoretical and documentary research that comes from an umbrella research registered at the Research and Postgraduate Pro-rectory of the State University of Goiás (UEG) and entitled "The cycles of teaching career: reflections on the teaching profession in Luziânia, Goiás ", under the coordination of the teacher Maria Eneida da Silva and of which I am collaborator. This research was born from the discussions of the Group of Studies on Teacher Training and Interdisciplinarity (GEFOPI) in Luziânia and has as general objective: to investigate how the career cycles of the elementary school teacher and the initial years of elementary school in Luziânia, Goiás , considering the time and working conditions. This research was carried out in two subprojects, or work plans, for two students of Scientific Initiation (IC), whose titles are "Reflections on the career cycle of pre-school teachers in Luziânia, Goiás" and "Reflections on the cycle of teachers' career in the initial years of elementary education in Luziânia, Goiás. " For this work, a cut of the "umbrella" project was made, delimiting the research to a theoretical investigation on the professional life cycles of teachers. The interest in this theoretical research is justified by the contact, as a collaborator of the research, with a new object that aroused interest in knowing more and then to go to the other stages of the investigation, together with the students of CI. In view of this, the following problem was structured: what are and how are the professional life cycles of teachers? In order to do so, a theoretical research that subsidizes any research, a research of the state of knowledge type, with searches in the following databases, considering the publications between 2012 and 2017: 1. Working groups on Teacher Training ( GT 08) and on Work and Education (WP 09) of the National Association of Postgraduate and Research in Education (ANPED); 2. axes of discussion of the Latin American Network of Studies on Teaching Work (REDESTRADO); 3. Online journals Qualis A1, A2, B1 and B2, available on the website of the Coordination for the Improvement of Higher Education Personnel (CAPES); and 4. Catalog of Theses and Dissertations of CAPES. The following descriptors were used in the search, in quotation marks: "professional life cycle"; "Teacher professional life cycle"; "Professional life cycle of teachers"; "Teacher career cycle"; and "career cycle of teachers" that could be in the title, abstract and / or keywords. Thus, in order to respond to the problematic, it was listed as a general objective: to investigate what are and how the professional life cycles of teachers are constituted; and as specific objectives: 1. to theorize and discuss professional life cycles; 2. to theorize and discuss how the main constituent elements of the teaching profession are considered in studies on the professional life cycles of teachers; 3. Map and analyze the works of ANPED, REDESTRADO, Online Periodicals A1, A2, B1 and B2 and the Thesis and Dissertations of CAPES that discuss professional life cycles. In order to reach the objectives and the understanding of the object, the reference was based on Brzezinski (1996); Candau (1997); Huberman (2000); Chakur (2000; 2005); Demo (2002; 2004); Saviani (2008); Cross (2017); among others. The research is qualitative of theoretical character and with the state of the knowledge based on the scientific works of ANPED, of REDESTRADO, in the Qualis A1, A2, B1 and B2 online journals and in the Thesis and Dissertations of CAPES to reach the goals raised. Thus, it was possible to verify that there is a professional life cycle that happens individually and collectively for each group of teachers. It also allowed us to show that there is a considerable lack of research on the professional life cycle and that there are few references, thus increasing the incentive for further research.