Trajetórias de professores de química: uma análise sociológica dos condicionantes sociais para as escolhas da docência como profissão
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Data
2019-02-28
Autores
Agostini, Gabriela
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Universidade Estadual Paulista (Unesp)
Resumo
A baixa atratividade da profissão docente no Brasil se reflete em baixa procura pelas licenciaturas, alta taxa de evasão nesses cursos, pouco encaminhamento dos egressos à docência e abandono do magistério, o que provoca um quadro nacional de carência de professores na educação básica, sobretudo na área de ciências da natureza. Em específico, o licenciado em química podendo atuar em áreas como a indústria e a pesquisa tende a não optar pela docência ou abandona-la diante das dificuldades da prática e outras oportunidades. Entendendo a escolha profissional como um processo complexo, condicionado por inúmeros elementos de ordem econômica, política, educacional, social e pessoal, buscou-se compreender como operam condicionantes sociais na trajetória de licenciados em química levando-os a escolher a docência como profissão. Pautamo-nos na perspectiva teórica de Pierre Bourdieu, pois considera-se que o pertencimento de classe de licenciandos e professores, determinado por um patrimônio de capitais e um habitus próprio, delimita investimentos escolares, estratégias, aspirações e escolhas profissionais possíveis. São realizadas análises em três níveis diferentes e complementares: estrutural (macro), institucional (meso) e individual (micro). Na primeira, com base em pesquisas nacionais, analisou-se componentes macrossociológicos, como o perfil socioeconômico do professor brasileiro. Constatou-se que o gênero e a origem social condicionam a escolha pela docência, visto que, essa é uma profissão composta majoritariamente por mulheres, com baixo capital cultural, oriundas de famílias de classe média baixa e que buscam por estabilidade, empregabilidade e ascensão social. Os outros dois níveis de análise compreendem alunos e ex-alunos de um curso de licenciatura em química em um determinado Instituto de Química (IQ). A nível meso investigou-se o contexto formativo da instituição, por meio de questionários. O perfil socioeconômico dos ingressantes indicou que, no geral, são indivíduos com baixo capital cultural e econômico, pouco privilegiados socioeconomicamente e pertencentes às classes sociais dominadas, como a classe operária e popular. O encaminhamento profissional mostrou a pós-graduação como o caminho que mais atrai os egressos desse curso e a docência como uma segunda opção. Outras possibilidades profissionais condicionam a (não) escolha pelo magistério, haja vista que, parte dos licenciados analisados atuou como professor, mas desistiu ao encontrar melhores salários em outras profissões. Para a última análise (micro), através de entrevistas e retratos sociológicos, investigou-se os elementos que condicionam as escolhas profissionais de quatro egressas do IQ, que atuam como docentes, a partir de suas trajetórias socioprofissionais. Constatou-se que ao longo de suas formações, essas docentes investiram (tempo, dedicação e recursos) fortemente na escola, ingressando na licenciatura em química pela baixa concorrência e ampla possibilidade profissional. No IQ desenvolveram apetência pelo ensino e interesse pela pesquisa. Na atuação profissional, exploraram diversas experiências em busca de estabilidade, garantias financeiras e condições de trabalho adequadas. A busca por capital econômico e pela ascensão é marcante para essas docentes que tiveram uma trajetória social ascendente em relação à família de origem. Associam suas motivações para manter-se na profissão a aspectos afetivos, elemento associado à feminização e precarização do magistério. Conclui-se que a origem social, o gênero, a formação inicial e as experiências profissionais condicionam a escolha de licenciados em química pela profissão docente. Sendo essa uma profissão com baixo retorno material e simbólico, se configura como um caminho possível e acessível aos membros da classe popular e média baixa, desestimula quem busca por uma carreira promissora e atrai aqueles que precisam de segurança e garantias de emprego e renda.
The low attractiveness of the teaching profession in Brazil reflects in a low demand for teacher training programs, in their high dropout rates, in undergraduate students uninterested in the teaching career and in teachers who abandon their profession. Consequently, there is a lack of teachers in the Brazilian education system, especially regarding science. Specifically, a graduate in chemistry, who can work in industry or research, tend not to choose for teaching or to abandon such career in the face of other opportunities and difficulties. Understanding the professional choice such as a complex process, conditioned by countless elements of economic, political, educational, social and personal, we intended to understand how to operate social constraints in the trajectory of graduated chemistry teachers leading them to choose teaching as a profession. We rely on the theoretical perspective of Pierre Bourdieu, because it is considered that the belonging of class of teacher-training undergraduate students and teachers, determined by a patrimony of capitals and a own habitus, delimits school investments, strategies, aspirations and possible professional choices. Analyzes are carried out at three different and complementary levels: structural (macro), institutional (meso) and individual (micro). In the first one, based on national researches, macrossociological components were analyzed, raising the socioeconomic profile of the Brazilian teacher. It was found that sex and social origin conditions the choice for teaching, whereas this is profession composed mostly of women with low cultural capital, arising from families of lower middle class and looking for stability, employability and social ascension. The other two levels of analysis comprise students and ex-students of a teacher training course in chemistry in Institute of Chemistry (IQ). At meso level, we investigated the formative context of the institution, by means of questionnaires. The socioeconomic profile of the entrants indicated, in general, they are individuals with low cultural and economic capitals, poorly socioeconomically privileged and pertains to the dominated social classes, such as the working and popular classes. Professional referral revealed the post-graduation like the path that most attracts graduates of this course and the teaching appears as a second option. Other professional possibilities condition the (non) choice for the teaching career, given that some of the graduates studied acted as a teacher, but gave up when finding better salaries in other professions. For the last analysis (micro), through interviews and sociological portraits, were investigated the socio-professional trajectories of four graduates of IQ, who act as teachers and the elements that condition their choices for this profession. It was findent during their formations, these teachers invested heavily in school, entering the teacher training course in chemistry by the low competition and ample professional possibility. At IQ, they developed a desire for teaching and interest in research. They have explored various professional experiences in search of stability, financial guarantees and adequate working conditions. The search for economic capital and for the rise is remarkable for these teachers who have had an upward social trajectory in relation to the family of origin. They associate their motivations to remain in the profession to affective aspects, an element strongly associated to the feminization of the teaching career. It is concluded that social origin, gender, initial formation and professional experiences condition the choice of graduate teachers in chemistry by the teaching profession. Being a profession with low material and symbolic return, it is a possible and accessible way for members of the lower and middle classes, it discourages those who seek a promising career and attracts those who seek security and guarantees of employment and income
The low attractiveness of the teaching profession in Brazil reflects in a low demand for teacher training programs, in their high dropout rates, in undergraduate students uninterested in the teaching career and in teachers who abandon their profession. Consequently, there is a lack of teachers in the Brazilian education system, especially regarding science. Specifically, a graduate in chemistry, who can work in industry or research, tend not to choose for teaching or to abandon such career in the face of other opportunities and difficulties. Understanding the professional choice such as a complex process, conditioned by countless elements of economic, political, educational, social and personal, we intended to understand how to operate social constraints in the trajectory of graduated chemistry teachers leading them to choose teaching as a profession. We rely on the theoretical perspective of Pierre Bourdieu, because it is considered that the belonging of class of teacher-training undergraduate students and teachers, determined by a patrimony of capitals and a own habitus, delimits school investments, strategies, aspirations and possible professional choices. Analyzes are carried out at three different and complementary levels: structural (macro), institutional (meso) and individual (micro). In the first one, based on national researches, macrossociological components were analyzed, raising the socioeconomic profile of the Brazilian teacher. It was found that sex and social origin conditions the choice for teaching, whereas this is profession composed mostly of women with low cultural capital, arising from families of lower middle class and looking for stability, employability and social ascension. The other two levels of analysis comprise students and ex-students of a teacher training course in chemistry in Institute of Chemistry (IQ). At meso level, we investigated the formative context of the institution, by means of questionnaires. The socioeconomic profile of the entrants indicated, in general, they are individuals with low cultural and economic capitals, poorly socioeconomically privileged and pertains to the dominated social classes, such as the working and popular classes. Professional referral revealed the post-graduation like the path that most attracts graduates of this course and the teaching appears as a second option. Other professional possibilities condition the (non) choice for the teaching career, given that some of the graduates studied acted as a teacher, but gave up when finding better salaries in other professions. For the last analysis (micro), through interviews and sociological portraits, were investigated the socio-professional trajectories of four graduates of IQ, who act as teachers and the elements that condition their choices for this profession. It was findent during their formations, these teachers invested heavily in school, entering the teacher training course in chemistry by the low competition and ample professional possibility. At IQ, they developed a desire for teaching and interest in research. They have explored various professional experiences in search of stability, financial guarantees and adequate working conditions. The search for economic capital and for the rise is remarkable for these teachers who have had an upward social trajectory in relation to the family of origin. They associate their motivations to remain in the profession to affective aspects, an element strongly associated to the feminization of the teaching career. It is concluded that social origin, gender, initial formation and professional experiences condition the choice of graduate teachers in chemistry by the teaching profession. Being a profession with low material and symbolic return, it is a possible and accessible way for members of the lower and middle classes, it discourages those who seek a promising career and attracts those who seek security and guarantees of employment and income
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Palavras-chave
Professores de química, Trajetória profissional, Sociologia da educação, Chemistry teachers, Professional trajectory, Sociology of education