TEACHING PROFESSION: PERCEPTIONS OF TEACHERS IN CONTEXTS TRAINING AND OPERATION IN THE MUNICIPALITY OF PORTO VELHO, RONDÔNIA

The research aimed to analyze the perceptions of Physical Education teachers from public high schools in Porto Velho, Rondônia, regarding the teaching profession in contexts of training and practice, based on experiences shared during a continuous formative practice. The methodology integrates phenomenology and action research, with a qualitative approach grounded in the interpretative-comprehensive paradigm and hermeneutics. Data collection occurred during a continuous training session through a semi-structured questionnaire with seven mixed questions about the workday, teaching experience, and the meanings of the profession, which were answered by 26 Physical Education teachers. The analysis employed a mixed method, combining quantitative and qualitative data through absolute and relative frequencies, as well as content analysis. The data were organized into three categories: the dimension of daily teaching; the dimension of the teaching profession; and the dimension of the constitution of the "teaching self," allowing for the interpretation of the interconnections among work journey, continuous training, and career meanings, which were presented in tables and graphs. Among the results, the following stand out: broad pedagogical experience with teaching Physical Education; choosing the profession for reasons related to affinity/interest in working with sports, experiences with sports, and inspiration from Basic Education teachers; teachers see themselves as inspiring and transformative agents in the development and integral formation of students. Teachers' perceptions reveal beliefs in the self-efficacy of teaching in the areas of health and bodily practices, adapting to the stages of their careers, reflecting the experiences, choices, and meanings of being a teacher in different educational contexts. Factors such as motivation, satisfaction, and personal fulfillment in the profession are highlighted as relevant to the debate on the political and pedagogical intentionality behind the choice of profession and classroom and teaching management. In summary, the teaching profession materializes and adapts according to the moments and stages of the career experienced throughout personal and professional life history. In this terms, it is crucial to recognize the complexity of teaching and the historical, political, and cultural contexts that influence critical, collaborative, and reflective teaching practice and training.