Desenvolvimento profissional da professora de ciências da educação básica no doutorado de uma instituição baiana

Abstract

This article investigates the professional development of female Basic Education Science teachers undergoing a doctoral process at the PPGB, within a state public university in Bahia. Guided by critical theory, the research adopts a qualitative approach and the methodology of (auto)biographical narratives, aiming to investigate the emerging tensions between teaching work and the stricto sensu training of teachers, considering the gender relations that cross these trajectories. We also analyze the importance of this Program for the continuing education of teachers and the challenges they face. As results, we cite the quality of the training, the interiorization (regional expansion), the capillarity of graduate studies, and new professional possibilities, although teachers face severe challenges related to the association between work, training, and personal and social demands that are still imposed on the female gender in the structure of the world of work. It is concluded that the process of "obtaining a doctorate" is marked by invisibilities and precariousness that strain professional development, requiring public policies for continuing education that ensure not only access but also the permanence and well-being of women in science.