Práticas profissionais dos professores: percepções de docentes dos anos iniciais do ensino fundamental em Piracuruca-PI

Abstract

This study addresses the professional practices of teachers in the early years of elementary education in Piracuruca, PI, seeking to understand how the educators signify and differentiate the educational, pedagogical, and teaching dimensions in the school's daily life. It was hypothesized that these concepts are not yet clearly distinguished, often being used as similar terms. The general objective was to analyze the teachers perceptions regarding their professional practices, and as specific objectives, to conceptualize these practices, identify how they interpret the three terms (educational, pedagogical, and teaching practices), and demonstrate the relationships established between them. The research adopted a qualitative approach, using semi-structured interviews with four teachers from the municipal public school system. The data analysis was conducted based on Bardin's (1977) proposal, organized into categories that allowed for the interpretation of the meanings attributed to the practices. The theoretical framework was mainly based on authors such as Libâneo (2001), Freire (2011), Tardif (2014), Moura (2014), Franco (2016), Abreu (2020), and others who significantly contributed to the research. The results showed that the teachers understand their practices as a movement built on experiences, interactions, and daily activities, perceiving the three dimensions as integrated, articulated, and overlapping, but with little conceptual clarity. The statements also revealed the importance attributed to teacher training, although, in some cases, the experiences of continuous training are seen as repetitive or distant from the school reality. The final considerations indicate that the hypothesis was partially confirmed and reinforce the need to expand training spaces that promote study, reflection, and professional development, articulating theory and experience.