Aspects of teachers's valorization in narratives of professionals of the first years of elementary school.

A valoriza??o docente tem sido recorrentemente, enfatizada pelos profissionais e estudiosos da ?rea educacional como um dos aspectos mais importantes para a constru??o de uma sociedade mais democr?tica e para a qualidade da educa??o. Com base nesse pressuposto, apresentamos resultados de uma pesquisa de mestrado cujo objetivo consistiu em investigar a valoriza??o docente, a partir de narrativas de professoras dos anos iniciais do ensino fundamental da rede municipal de Mariana, Minas Gerais, em di?logo com referenciais te?ricos sobre a tem?tica. Constatamos que o conceito de valoriza??o docente ? poliss?mico, envolve aspectos objetivos (forma??o, remunera??o, condi??es de trabalho e carreira) e subjetivos (reconhecimento social e a realiza??o profissional) e que ambos encontram-se imbricados na vida do/a professor/a. Com base nas narrativas das professoras pesquisadas, apontamos outros aspectos envolvidos nas condi??es de trabalho, para al?m das conquistas alcan?adas no munic?pio, como a eleva??o salarial proporcionada pelo plano de carreira. Dessa forma, abordamos quest?es pouco exploradas nos estudos sobre a tem?tica tais como: as rela??es professor-aluno, fam?lia-escola e entre os pares, experimentadas no exerc?cio da profiss?o, mostrando como a import?ncia atribu?da pelas professoras a essas intera??es revelam a dimens?o humana da doc?ncia e sua rela??o com a valoriza??o docente.Teachers? valorization has been increasingly highlighted by professionals and researchers of the educational area as one of the most important features that enable the construction of a more democratic society and enhance the quality of education. Based on this assumption, we present the outcomes of master?s research aimed to investigate the teachers? valorization through the narratives of the professionals who teach the first levels of Brazilian elementary school within the municipal sector in Mariana, a town of Minas Gerais State, in conjunction with the theoretical references on the theme. We have concluded that the concept underlying the teachers? valorization is polyssemic and entails not only objective aspects such as formation, salary, working conditions and career plan but also subjective aspects, namely social recognition and professional achievement. Moreover, both aspects are embedded in the teachers? lives. The narratives of the teachers studied have revealed other aspects related to the working conditions which go beyond the goals accomplished by the municipality, such as the increase of the salary due to policies envolving the career plan. Similarly, we have dealt with little explored issues, such as the relationship between the teacher and the student, the family and the school and between the peers, all of these experienced throughout the develoment of the profession. In doing so, we show the importance of these interactions by the teachers and demonstrate the human dimension in the teaching task and its relationship with the teachers? valorization process