Da Inserção Profissional à Perseverança Docente

trajetórias de docentes do Distrito Federal (2010-2022)

Abstract

The article discusses the professional trajectory of teachers from the Federal District in a longitudinal study aiming to understand their teaching and professional learning. There are two research contexts, the first being conducted between 2010 and 2014 (doctoral research) and the second context about ten years later (postdoctoral research). Professional insertion and perseverance in the teaching career constitute the theoretical framework, highlighting the contribution of researcher Joséphine Mukamurera and researchers from the francophone context on this theme. We sought the methodological approximations between the Documentary Method and the Prose Analysis method in the understanding of trajectories of professionals from the Federal District, considering that the two methods of analysis were used to understand the trajectories of teachers. The analyses and interpretations show that there is no model of professional insertion, that perseverance does not depend only on continuing education that is carried out throughout the career, on the feeling of success at the beginning of the career, and there are numerous factors that complexify the teaching profession, among which the working conditions and other subjective conditions inherent to it.