O perfil do professor de física: micro estudo de contexto de trabalho e formação

Abstract

Physics teaching in Brazil faces structural challenges, including a shortage of qualified teachers and a lack of comprehensive data on their professional profiles. This exploratory study examines the characteristics and challenges faced by physics teachers in Macapá, Amapá, aiming to inform more effective educational policies. A mixed-methods approach was employed, using online questionnaires administered to four teachers from public and private schools in the region. The findings reveal a gender balance, with an increasing presence of women in physics teaching. Most participants hold a degree in physics, though some are at the beginning of their careers. Continuing education is highly valued, as evidenced by teachers’ pursuit of specializations and the adoption of innovative teaching methodologies. However, structural issues persist, such as excessive workloads, precarious employment conditions, and insufficient school infrastructure. Contractual instability, a common issue among teachers, undermines long-term pedagogical planning and the quality of instruction, while heavy workloads negatively impact teachers' well-being and instructional effectiveness. This study provides an initial overview of the profile of physics teachers in Macapá, highlighting the need for investment in professional development, improved working conditions, and greater recognition of the teaching profession. The findings underscore the importance of public policies that enhance stability and strengthen basic education, ensuring more qualified and accessible physics instruction.