TEACHING PROFESSIONALITY IN BASIC EDUCATION: A SYSTEMATIC REVIEW

Abstract

The study refers to a Systematic Literature Review (SLR) in the Portal Periódico CAPES and SciELO databases, encompassing empirical scientific articles in Portuguese, published between 2012 and 2022. Three portfolios were created: i) the initial search, using the descriptors “professionality”, “teaching professionality” and  teaching”; ii) the initial selection, based on reading the title, abstract, and keywords; and iii) the final selection, by reading the full text, culminating in an analysis corpus of 10 papers. This RSL aimed to identify elements that have structured the professionalism of teachers in the context of Basic Education, at different educational levels (Early Childhood Education, Primary Education, and Secondary Education). The corpus was analyzed using the assumptions of Laurence Bardin's Content Analysis, emerging thematic axes and sub-axes. From the analysis of the five thematic axes, Tensions, dilemmas, and challenges (80%), Continuing Education (70%), and (socio)affective and emotional Relationships (70%) stand out in the corpus of articles analyzed. The discussion of the elements identified shows that the construction of teaching professionalism goes through contradictions that affect the profession. The strategies for dealing with conflicts in different educational contexts and levels involve aspects such as recognizing the desire for continuous training, which facilitates the building of interpersonal relationships (with students and the school community) and symbolically concretizes an agenda of responsibilities and values for teaching. Finally, the analysis allowed us to propose a redefinition of the terminology “teaching professionality".