Doctoral student in Education at Universidade Lusófona de Humanidades e Tecnologias (Lisbon/PT, started in 2020), Master in Educational Sciences at Faculdade Humanística Europa/Instituto Erasmo de Rotterdam, Lisbon/PT (2019), degree in Biology from the Faculty of Technology and Sciences, Salvador/BA (2010), graduated in Social Communication (Journalism) from Tiradentes University, Aracaju/SE (1993), specialist in Environmental Education (2007) and Educational Management (2018), and author of the book Textos e Testes: practicing interpretation (2015). I have been working since 2013 as a professor of Biological Sciences at the Department of Education of the municipality of Lauro de Freitas, state of Bahia, Brazil.
Areas of academic and scientific interest
- Teacher professionalization
- Teacher dissatisfation: reflection of a devalued profession
- Ana Sofia António
The relevance and interest in teacher dissatisfaction arise from the fact that it is associated with such important variables as unease, demotivation, failure and professional achievement. Thus, this study aims to identify which factors contribute to the dissatisfaction of teachers of the Centro Educacional Municipal Fênix, in the municipality of Lauro de Freitas/BA, as well as to investigate and analyze this teachers’ emotional state. For the development of this research, I will be guided, at first, by the starting question Does teacher dissatisfaction affect professional performance? From this questioning, the problematic that will conduct my research was elaborated: What are the factors of dissatisfaction and how it affects the performance of teachers of the Centro Educacional Municipal Fênix, in the municipality of Lauro de Freitas/BA. To answer this problematic, I formulated two hypotheses, which are: Teacher dissatisfaction has increased in recent years; and when there is social valorization, the index of teacher dissatisfaction decreases. As for the research method, I emphasize that choosing a research methodology cannot be a mere matter of preference, but must be in accordance with what one intends to know. Therefore, as I intend to understand the behavior of about 60 teachers of the Centro Educacional Municipal Fênix, I will employ the qualitative method, through interviews and participant-observation, during the break times between classes, in the teachers’ room, in informal and formal conversations, so that I can understand the behavior and the reasons why teacher dissatisfaction has increased in recent years, generating an identity crisis.