Professores homens nos anos iniciais em Francisco Beltrão -PR: trabalho e identidade docente

Abstract

This research was developed together with the Society, Knowledge and Education Line of the Postgraduate Program in Education, at the State University of Western Paraná – Unioeste – Francisco Beltrão. It aimed to understand being a male teacher in the initial years of basic education in the municipality of Francisco Beltrão. This research is based on documentary sources, Federal, State and Municipal laws, as well as the application of questionnaires, discussing historically and dialectically about the role of work, the relationships between material and immaterial work and teaching knowledge that form the teacher’s identity, attributing sense and meaning. The research made it possible to get to know the city’s male teachers, their singularities, perceptions and experiences, as well as their life stories. The theoretical framework has a dialectical basis and is supported by authors who discuss the topic at a national and regional level based on problematizations involving male teaching in the initial grades of elementary school. This is a qualitative and quantitative research based on national and local data. To provide theoretical-methodological support, we used the contributions of Cattelan (2014, 2019), Castanha (2013, 2015), Rabelo (2008, 2013), Louro (1997, 2014), Marx (1989) Saviani (2008, 2011), between others. As a result, we present several data, such as the number of teachers, the identity and profile of male teachers, the way they enter the profession and the perspective on their practices, attitudes and beliefs. In the years 2021 and 2022, we sought the information that makes up the dissertation data. Thetotality of the material collected indicates the originality of the research, as there are no records/documents that deal with male teaching in the southern region of the country. It should be noted that the school is a place with a predominance of female teachers, however, teachers can and should be at school, since the quality of teaching is not based on gender, but rather on teaching efficiency. We emphasize that being a man or a woman does not guarantee the quality of teaching. What guarantees quality is teaching competence and commitment, regardless of gender.