Identidade profissional docente e participação sindical

Abstract

In this study, we analyzed whether the participation of teachers in the Teachers’ Union have provided opportunities for either the creation or the strengthening of their professional identities at public district schools. It was considered the period between 2004 and 2010. For this, we approached the influences of the neoliberal perspective on education and on the delimitation of unions’ actions across the country, emphasizing the paths taken by teachers’ unions. Our theoretical basis is grounded in Dalila Andrade Oliveira, Antonio Nóvoa, Maria da Glória Gohn and Armando Boito Jr., whose discussions contribute to the comprehension of themes selected: teachers’ education and professional identity; political participation and unionism. As for methodological tools, we used document analysis and interviews with teachers adhered and directors of this institution. This study demonstrated that, for most teachers interviewed, union participation is not the main reference in the professionals’ identity formation. Topics like life stories, family influence and teachers’ own practices are mentioned by nearly all as being in the basis of education and teaching. As far as the perspectives of directors interviewed are concerned – besides the aforementioned reasons – union participation plays an imperative role in raising members’ political awareness and in creating a professional identity. Then, it is necessary to make this idea more discussed amongst younger teachers who have taken part in the city’s district union for the last years. In this research, in general, the reasons for adhering are related to warranty of rights and labor conditions.