A DESVALORIZAÇÃO DA PROFISSÃO DOCENTE E AS (DES) MOTIVAÇÕES NAS PRÁTICAS PEDAGÓGICAS DO PROFESSOR DE FILOSOFIA NO ENSINO MÉDIO.

This article aims to analyze and understand relevant points in the constitution of the trajectory of the teaching profession, with an emphasis on the role of the philosophy teacher, highlighting the motivations and challenges in pedagogical practices. Therefore, the research consists of a bibliographical approach, based on scholars who have sought to challenge the investigative path of the teaching profession and the place of the philosophy teacher, in an attempt to reaffirm the subject as a compulsory curricular component in secondary education. Throughout the curriculum reforms, philosophy has been under constant threat of being excluded from school curricula. It is worth emphasizing the importance of understanding the historical context and the struggles for the subject to remain. There is a long way to go for teaching professionals, especially philosophy teachers, always reflecting on their place in Brazilian education, their struggles and resistance. The devaluation of teachers can result in precarious working conditions, lack of recognition and insufficient resources, with a negative impact on the quality of teaching. The purpose of this article is to highlight the possible damaging consequences of contempt in philosophy teaching. However, it is worth highlighting how these professionals are trained in higher education and how supervised internships are practiced. As a result, there is a cultural tendency to reproduce the same models taught in undergraduate courses, which are often of poor quality, thus compromising effective commitment to the teaching and learning process. Finally, it is to be hoped that we will see better days in the lives of these professionals and that their concerns will be minimized in the face of so many demands.