Ser professora : entre os ranços da maternagem e a profissão.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

Female primary school teachers have been historically considered well suited for the job given their supposedly innate motherly skill for dealing with children. This study investigates how 22 female primary school teachers in public and private schools in Salvador, Bahia have been constructing their identity as female teachers in the light of gender relationship interweaved with the myth of maternal love. Data was collected through semi-structured oral interviews and later transcribed and analyzed under the tenets of a historical-cultural perspective. Given the fact that gender permeates all social relations, those teachers? voices made it possible to question issues connected with Brazilian teaching practice. The current results of this research leads to the conclusion that those teachers have been constructing their identities as female teachers based on existentialist conceptions which are reflected in their teaching practice while crossed over by their motherhood. However, their discourse also reveals tension and contradiction which reinforce the belief that it is more conflicting to be a woman than to become a teacher. This result comes from the fact that they feel that it is difficult to overcome the social rules they were taught as infants regarding what it means to be a boy or a girl. Once these beliefs become consolidated, they are difficult to change. Under this perspective, this study shows that those female primary school teachers can reproduce both the male and female stereotypes at school through their interaction, as well as other kinds of orientation which build the social gender relationship beyond the meaning of femininity and masculinity still present in our society and which are the foundations of their teaching practice.

ASSUNTO(S)

woman educação female primary school mulher educacao gênero e educação magistério primário

ACESSO AO ARTIGO

Documentos Relacionados