Profissionalidade e desmotivação docente desafios à uma atuação qualifica

Abstract

The research undertaken, in this article, aimed to carry out a bibliographic survey of studies on the relationship between professionalism and unmotivation of teachers. To do so, it followed the methodological path of bibliographical research (GIL, 2002; BOCCATO (2006). About the problematic of demotivation and its relation with the process of teaching professionalism, the research revealed that: I) teacher dismotivation is related to several aspects, such as: professional valuation, social recognition of the profession, the government and public policies, the relationship between teacher-student, as well as inherent

elements of the teaching-learning process; II) teacher dismotivation influences the teaching- learning process, as well as the relationships established in the school environment; III)

dismotivation produces a strong impact on teacher professionalism IV) professional dismotivation is determinant in the performance and quality of school education. Based on authors such as Gorzoni; Davis (2017), Miranda (2012), Nóvoa (2022), Ribeiro (2012), Vieira (2015), among others, it was concluded that teaching is a profession that produces human interactions, when the dismotivation occurs, this interaction is damaged, bringing losses to a qualified performance and the process of teaching professionalism, in view of this, it was found the need for improvements in the constitutive spaces of the construction of the teaching identity: training and performance.