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De casa às costas : um estudo sobre percursos de vida, motivações e perspetivas de carreira dos professores deslocados a exercer no ensino público
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Abstract(s)
Esta investigação, de natureza qualitativa, explora os percursos de vida, motivações e perspetivas de carreira dos professores no ensino público português. O sistema de colocações e a organização por quadros de zona pedagógica resulta na mobilidade forçada no contexto da profissão docente, afetando o bem-estar, a estabilidade familiar e a satisfação profissional destes professores. No contexto deste estudo foram, por isso, realizadas entrevistas semiestruturadas a vinte docentes em diferentes fases de carreira que estão ou já estiveram em algum momento em situação de deslocação, nas quais se procurou compreender as vivências de quem, ao longo da carreira, foi colocado em escolas afastadas da sua residência. A análise dos resultados revela percursos marcados por instabilidade, custos financeiros, desafios familiares e sentimentos de desvalorização. Ainda assim, destaca-se um forte compromisso com a profissão, sustentado por motivações intrínsecas, como o gosto pelo ensino, e extrínsecas, como as condições de trabalho favoráveis. Concluiu-se que, apesar das adversidades, muitos docentes demonstram resiliência e intenção de permanecer na profissão até à reforma. Este estudo contribui para colmatar a escassez de literatura sobre professores deslocados, sublinhando a urgência de políticas educativas que promovam o reconhecimento, a estabilidade e o bem-estar da classe docente.
This qualitative research explores the life trajectories, motivation, and career perspectives of teachers working in the Portuguese public education system. The Portuguese placement system results in forced mobility within the teaching profession, affecting teachers’ well-being, family stability, and job satisfaction. In this context, semi-structured interviews were conducted with twenty teachers at different stages of their careers, all of whom are or have been in a situation of geographical displacement. The aim was to understand the experiences of those who, over the course of their careers, have been assigned to schools far from their usual place of residence. The analysis reveals trajectories marked by instability, financial burdens, family-related challenges, and feelings of undervaluation. Nevertheless, a strong commitment to the profession emerges, supported by intrinsic motivations, such as genuine passion for teaching, and extrinsic factors, such as favourable working conditions. It was concluded that, despite the adversities, many teachers show resilience and intend to remain in the profession until retirement. This study contributes to addressing the lack of literature on displaced teachers, highlighting the urgent need for educational policies that promote recognition, stability, and the well-being of the teaching profession.
This qualitative research explores the life trajectories, motivation, and career perspectives of teachers working in the Portuguese public education system. The Portuguese placement system results in forced mobility within the teaching profession, affecting teachers’ well-being, family stability, and job satisfaction. In this context, semi-structured interviews were conducted with twenty teachers at different stages of their careers, all of whom are or have been in a situation of geographical displacement. The aim was to understand the experiences of those who, over the course of their careers, have been assigned to schools far from their usual place of residence. The analysis reveals trajectories marked by instability, financial burdens, family-related challenges, and feelings of undervaluation. Nevertheless, a strong commitment to the profession emerges, supported by intrinsic motivations, such as genuine passion for teaching, and extrinsic factors, such as favourable working conditions. It was concluded that, despite the adversities, many teachers show resilience and intend to remain in the profession until retirement. This study contributes to addressing the lack of literature on displaced teachers, highlighting the urgent need for educational policies that promote recognition, stability, and the well-being of the teaching profession.
Description
Keywords
Professores deslocados Motivação docente Ensino público Percursos de vida Perspetivas de carreira Displaced teachers Teacher motivation Public education Life trajectories Career perspectives
Pedagogical Context
Citation
Publisher
CC License
Without CC licence