Professional teaching trajectory: a look at the daily work of teachers in a public school

Abstract

This article analyzes the professional trajectories of teachers working in the final years of elementary school in a municipal public school, emphasizing the role of the school as a social and educational space that influences teacher development. It begins with the observation, based on experience in educational management, that gaps persist between initial training and pedagogical practice, as well as challenges related to the management of the teaching-learning process, the quality of pedagogical relationships, and collaborative articulation among teachers. The qualitative research was based on semi-structured interviews conducted with four teachers (two men and two women), all permanent staff members of the same institution, seeking to encompass different gender perspectives. The data were analyzed using thematic content analysis, prioritizing an interpretive approach that values ​​the qualitative understanding of the meanings attributed by the participants to their experiences. The results indicate that the school is an essential space not only for student learning but also for the continuous professional development of teachers. However, this formative potential is conditioned – and sometimes limited – by structural and organizational factors, such as infrastructure conditions, the availability of material resources, and the institutional pedagogical organization. These elements proved to be decisive for the quality of teaching and for the professional trajectory itself, directly influencing motivation, creativity, and the effectiveness of pedagogical action. The study reinforces the importance of educational policies that articulate teacher training, working conditions, and school management, aiming for a more integrated, collaborative educational environment conducive to professional development.