Teaching trajectories and the production of “foreign” teachers in municipal networks in Rio Grande do Sul
DOI:
https://doi.org/10.5902/2236499494994Keywords:
Teaching identity, Foreigner, Strangeness, Narrative interview, Geography TeachersAbstract
This work analysed the process of the constitution of teaching identity through narrative interviews with four beginning teachers working in municipalities in the countryside of Rio Grande do Sul, Brazil. It is claimed that multilocality is characteristic of teaching professional trajectories and a vector for fragile community and professional ties. This premise is put to the test with the analysis of teaching narratives that reveal the simultaneity and succession of employment relationships in their initial career stages. The interviews are analysed through the Derridean notion of “foreigner”, positioning the teachers according to their reports of estrangement in the communities they travelled through. In the context of their itinerancy, teachers constitute themselves as foreigners of their own spatialities – causing their value systems, their personalities, and their origins to collide with the territories in which they work as teachers.
Downloads
References
BARBOSA, A. Os salários dos professores brasileiros: implicações para o trabalho docente. Araraquara: Universidade Estadual Paulista, 2011.
DERRIDA, J.; DUFOURMANTELLE, A. Anne Dufourmantelle convida Jacques Derrida a falar da hospitalidade. São Paulo: Escuta, 2003.
DERRIDA, J.; ROUDINESCO, E. De que amanhã. Rio de Janeiro: Zahar, 2004.
DUTRA, P. Z. O pensamento de Derrida e a hospitalidade: análise da recepção de calouros no curso de hotelaria na Universidade de Sorocaba. Sorocaba: Universidade de Sorocaba, 2008.
GARCIA, M. M. A.; ANADON, S. B. Reforma educacional, intensificação e autointensificação do trabalho docente. Educação & Sociedade, Campinas, v. 30, n. 106, p. 63–85, 2009.
GATTI, B. A. Formação de professores no Brasil: características e problemas. Educação & Sociedade, Campinas, v. 31, p. 1355–1379, 2010.
HYPÓLITO, A. M.; VIEIRA, J. S.; PIZZI, L. C. V. Reestruturação curricular e autointensificação do trabalho docente. Currículo sem Fronteiras, v. 9, n. 2, p. 100–112, 2009.
MENESES, R. D. B. Solicitude em Betânia (Lc 10, 38–42): pela ética do acolhimento. Roma: Angelicum, 2011.
MUYLAERT, C. J.; SARUBBI JR., V.; GALLO, P. R.; NETO, M. R.; REIS, A. O. A. Entrevistas narrativas: um importante recurso em pesquisa qualitativa. Revista da Escola de Enfermagem da USP, v. 48, p. 184–189, 2014.
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Geografia Ensino & Pesquisa
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The journal Geografia – Ensino & Pesquisa will obtain the auctorial rights for all published texts. This also implies that the text can be published anywhere in the world, including all rights on renewal, expansion and dissemination of the contribution, as well as other subsidiary rights. The author’s get permission to publish the contribution in other medias, printed or digital, may be in Portuguese or translation, since the publication is credited to Revista Geografia – Ensino & Pesquisa.The journal Geografia – Ensino & Pesquisa will obtain the auctorial rights for all published texts. This also implies that the text can be published anywhere in the world, including all rights on renewal, expansion and dissemination of the contribution, as well as other subsidiary rights. The author’s get permission to publish the contribution in other medias, printed or digital, may be in Portuguese or translation, since the publication is credited to Revista Geografia – Ensino & Pesquisa.
