DOCÊNCIA E FEMINIZAÇÃO DO MAGISTÉRIO: ANÁLISE DE UMA INSTITUIÇÃO ESCOLAR NO MUNICÍPIO DE DRACENA - SP (1949-1996)

Abstract

This study explores the feminization of the teaching profession by analyzing gender distribution among teachers in the early years of primary education at a school in the municipality of Dracena (São Paulo, Brazil), covering the period from 1949 to 1996. The feminization of teaching, a term used to describe the historical and social process through which the teaching profession became predominantly occupied by women, is observed in various countries and is linked to a range of social, cultural, economic, and political factors. The main objective of this work is to examine this process within the Brazilian context, identifying the historical, social, and cultural causes of the predominance of women in the teaching profession, particularly in basic education. It also aims to understand the implications of this feminization for the professional recognition and dynamics of the teaching career. Accordingly, the research investigates the historical context of the teaching profession and its association with the female gender, and analyzes quantitative data on gender distribution in teaching over time. In addition, it seeks to understand the social and professional implications of feminization and to explore educational policies that may have contributed to the massive entry of women into the profession. The methodology combines qualitative and quantitative approaches, using documentary research to collect historical data on gender composition in the teaching workforce of a specific school, selected for being the oldest educational institution in Dracena (SP). A literature review was also conducted to provide theoretical grounding and to explore the social transformations that shaped the teaching profession. Preliminary findings indicate a clear predominance of women in teaching in recent decades, especially in the early years of primary education. This phenomenon reflects both the historical legacy of gender roles and the socioeconomic and political conditions that facilitated women's entry into education. However, the feminization of teaching also presents challenges regarding professional recognition, impacting both the status and remuneration of teachers.