IDENTIDADE E FEMINIZAÇÃO DOCENTE: o olhar das mulheres professoras da rede pública municipal de ensino de São Luís MA

Abstract

This study is the of a qualitate research conducted ina a public school in city of São Luís MA, with the aim of analyzing the gaze of women primary school teachers about the identity and feminization of the teaching profession. This goal emerge some questions, surch as: recognize the implications of the feminine condition for the exercise of teaching in the early years of elementary school in the face of the presence of rare teachers at this level of education and, as most perceive teaching performance of teachers in the early years of elementary education and the role of teachers and teachers in the final years of the same level. To approach the answers we propose to revist the teaching profession and identily en the anciet ages, middle, modern and contemporary; treat feminization of teaching in Brazil and Maranhão, more precisely, in São Luís and; present representations of teachers rises feminization teaching. For the composition of our theoretical framework, discourse about women, identily, teaching and feminization, which form our main categories. Their study was possible due to the contributions of Perrot (2005, 2007), Dubar (1997, 2005, 2009), Nóvoa (1992, 1995) and Yannoulas (1994). Analysed the identily and feminization of teaching through narratives of women teachers supported focus group technique and content analysis based on Bardin (2010). Through identily categories and teaching realize that even being silenced, women exercised great influence on the male thinking. When we walk the path of feminization teaching in Brazil and Maranhão, more precisely, in São Luís, we can identify that the interest in replacing men in the profession provived and opportunity for women, access to public life. We can understand that the feminization teaching is represented as natural due to the gift of motherhood, being men the practice of teaching in higher education levels. We note, the need for gender to be included in initial and continuing teacher education as a means to contribute to overcoming these representations.