Trajectories and Experiences of Teaching Socialization in the Perspective of Gender

Abstract

The aim of this article is to show that the trajectories and experiences of teachers’ socialization are important to reflect about the senses and meanings assigned to the teaching practice. The methodological choice fell on qualitative approach, using Case Study to the collection of data, through the application of questionnaires and semi-structured interviews. It was concluded that the trajectories and the diversity of socialization experiences of teachers are relevant to the analysis of social gender relations in the teaching field. The fact is that it is in life trajectories that are configured senses and meanings of the teaching practice, highlighting its forms of production/reproduction in socialization spaces and in the relationship between training/work/family contexts.