The professional teaching life cycles

reflections and challenges in comtemporany

Abstract

This article reveals research on teaching professional life cycles: reflections and challenges in contemporary times. To this end, theoretical foundations were sought in authors such as Nóvoa (1995, 2001, 2002, 2009, 2019), Huberman (2000), Tardif (2002, 2014), Pimenta (2002), André (2020) and other authors who approach the theme of the study. The general objective of the research was outlined, which was to analyze the challenges faced by teachers throughout the teaching professional life cycle. In this way, specific objectives were established, which are: reflect on the processes of teaching construction; understand the teacher’s professional life cycles presented by Michael Huberman (2000) and identify the challenges encountered in the professional development of teachers. Data collection was carried out with face-to-face interviews, which were recorded and transcribed with six (6) teachers, who correspond to the teaching professional life cycles categorized by years of service established by Huberman (2000). Data analysis was presented in four blocks: challenges encountered in the professional lives of teachers; characterizations of research subjects; constitution of teaching and teaching challenges. Through listening to the teachers researched, it is concluded that the challenges encountered in the teaching profession in contemporary times need to be transposed and thought of collectively, not depending only on the efforts of teachers, but based on an attentive look at society and public policies that favor teaching and, consequently, the subjects who depend on it.