Profissão docente: elementos demarcadores das representações sociais de professores em início de carreira

Abstract

The article addresses the social representations of the teaching profession among different groups of beginning teachers in basic education. The demarcating elements of these representations are presented. The societal approach of social representations was used as reference. This is a qualitative study that involved 44 teachers from public schools in Recife and Metropolitan Region with up to five years of career. The data were collected through a semi-structured interview and processed through Alceste software. As elements of the social representations of the teaching profession, we detect: the transmission and mediation of knowledge, the possibility of forming subjects, the commitment and responsibility involved in the task of educating, and especially the devaluation and lack of social recognition of the teacher. The research reinforces the need for elaboration of training programs that offer greater support to the work of the beginning teacher.