Abandoning Teaching: Bounds and Ruptures Regarding the Teacher's Work
DOI:
https://doi.org/10.1590/S0103-65642002000200014Keywords:
Teachers, Teaching, Abandonment, Quitting, Public Educational SystemAbstract
This study deals with the teacher's abandoning of their jobs in the public educational system in São Paulo, Brazil. It is an attempt to describe and characterize this evasion of teachers which has been increasing over the last years. It aims at understanding the relationship of various determinants involved in this phenomena from a particular perspective. We try to identify factors beyond low salaries and the social devaluation of the teacher's work. The factors we are after would compose what we call the abandoning process which we see as formed through-out the teacher's professional life. The actual reasons for the abandonment can be seen as external to the individuals or internal, or most likely, as a combination of the two. Nevertheless, by focusing on the analysis of ex-teacher's professional life stories, we seek something beyond these reasons, we seek the way in which the facts and events are perceived and experienced by each individual and how they are combined into a particular form to constitute the abandoning process.Downloads
Download data is not yet available.
Downloads
Published
2002-01-01
Issue
Section
Original Articles
License
Todo o conteúdo de Psicologia USP está licenciado sob uma Licença Creative Commons BY-NC, exceto onde identificado diferentemente.
A aprovação dos textos para publicação implica a cessão imediata e sem ônus dos direitos de publicação para a revista Psicologia USP, que terá a exclusividade de publicá-los primeiramente.
A revista incentiva autores a divulgarem os pdfs com a versão final de seus artigos em seus sites pessoais e institucionais, desde que estes sejam sem fins lucrativos e/ou comerciais, mencionando a publicação original em Psicologia USP.
How to Cite
Abandoning Teaching: Bounds and Ruptures Regarding the Teacher’s Work . (2002). Psicologia USP, 13(2), 243-276. https://doi.org/10.1590/S0103-65642002000200014