Mulheres e docência : fatores identitários da profissão docente

Abstract

This work has the overall objective to investigate why women predominate in the field of teaching in basic education in Minas Gerais; present the overview of the number of teachers and professors in Brazil and in Minas Gerais; conceptualize the strands identity and difference; discuss women in the field of teaching taking into account factors identity. One can infer that from Silva considerations (2000), that identity is produced in a social and cultural context that is illustrated at the national level as regards the incidence of approximately 82.51% of women in elementary education in Brazil on the other hand approximately 18.79% is the representation of men in this same mode of teaching. The identity factor was also no different in Minas Gerais, because it turns out the incidence of a significant fragment of the number of women in the teaching profession (a), this can be highlighted and represented approximately 86.47% of a significant segment of women the teaching profession (a) in primary and 12.53% represented approximately by men in the same mode of teaching. By taking into account the identity factor is noticed that Louro (1997) confirms that the school is crossed by "genres" and that should be considered in schools from the social perspective. In this case, it is considered that for a significant fragment of women are inherent in its identity factors that provide the choice of being teachers, factors that also have changed over the centuries, and the company has also changed, and that the choose to be a teacher (a) has an identity character which is enxergado in the teaching profession more sharply in elementary school.