Identidade docente: como as transformações no trabalho afetam o papel social, a formação profissional e a permanência na carreira do professor no Brasil

Abstract

This Final Undergraduate Project analyzes how historical and contemporary processes of devaluation and precarization of teaching work affect the construction of professional identity among Pedagogy students in Brazil, directly influencing their motivation and permanence in the teaching career. The research adopts a qualitative and quantitative approach, articulating a theoretical review with field investigation conducted with undergraduate Pedagogy students at the Faculdade de Filosofia, Ciências e Letras da Associação Educacional Dom Bosco (AEDB). The theoretical foundation is supported by authors such as Tardif, Freire, Santos, and Oliveira, who discuss teaching knowledge, the political dimension of the teaching profession, and the impacts of labor restructuring under neoliberal contexts. The findings show that low salaries, work overload, professional illness, intensification of tasks, and individual accountability weaken teachers' self-image, contributing to what specialists call the "teacher shortage",reflected in the reduced interest in teaching degrees and the early abandonment of the profession. The study concludes that teacher appreciation must be understood as a political act and a form of resistance, requiring integrated public policies, initial and continuing training aligned with the school reality, and social recognition of the teacher's role as an agent of transformation and humanization.