Gestão do pedagógico, trabalho e profissionalidade de professoras e professores

Abstract

The concepts of work and professionalism are the starting points of this article. It is proposed that, when teachers' discourses and practices are studied, the everyday learning process can be understood. In this universe, teachers and pedagogical management can be understood. We believe that the job of the teachers is a pedagogical course of action, and when it takes place, both management and epistemic and methodological choices entailed by the class occur. With this purpose, we carried out twenty-two interviews with elementary school female teachers of early grades. Their discourses have been transcribed and analyzed, and from this standpoint, we aimed at understanding teacher's professionalism, her job and her school. This is a qualitative survey, presented as a case study, which has had Discourse Analysis (of French influence) as a theoretical and methodological contribution. We have highlighted the realization of discussion groups in which interlocutors and researchers reflected on education, professionalism and work in the space-time of school. For these purposes, we considered relevant aspects with the aim of giving sense to the discourses: gender relations, discourses on vocation and the elements of time and wages. Based on the before mentioned survey, we would like to highlight the need for further study on professors' discourses as a phenomenon, making an effort to comprehend each other considering mutual understanding, meaning comprehension, contradictions, possibilities and how these will unveil themselves symbolically in the practice of teachers. These studies are important for being able to keep reflecting on the pedagogical management, considering professors as subjects of their own practice.