O ethos do professor da educação básica em Campina Grande-PB na contemporaneidade.

Abstract

The aim of this thesis is to analyze the narratives of being a teacher of basic education in the public-school system of Campina Grande - PB. From the reports on teaching career’s choice, the work with students and the peculiarities of being a teacher in the state publicschool, we seek to obtain a picture about contemporary teaching experiences. Within this layout, it was necessary to realize some researches that are on the agenda regarding the themes that deal with teaching work, both discussions at national and international level. The theoretical standpoint of the present investigation is in the research universe that reflects on teaching work in Brazil, considering aspects about profession, training and their work. As a theoretical framework, we contemplate a variety of knowledge fields, emphasizing a theme’s multidisciplinary view. In this approach, we try to contextualize the teaching work spanned from Sociology, Anthropology, Pedagogy, Philosophy and Psychology, come up with as reference the readings of Bourdieu (2013), Codo (1999), Canário (2005), Dubet (1997), Tarfid and Lessard (2014), along with others. The researched schools’ choice was based on a geographical perspective of the city to present a broad and peculiar panorama of what it means to be a teacher in basic education in the public system. As a methodological path, interviews were developed, followed by participant observation and the use of ethnography, with the intention of understand how teachers construct their experiences and how the sociability present in daily life school is arranged. Thus, reflecting on school routine and the meanings that teachers give to their teaching practice associated to their trajectory reports as teachers allows us to reach fundamental data to think about the teachers’ particularities in the city of Campina Grande-PB. Through ethnography contribution, it is possible to identify cultural and social features that are fundamental for understanding the experiences of being a teacher.