Enigmas en torno a la profesión docente: esclareciendo los mitos

Abstract

The teaching profession is undoubtedly one of the most outstanding functions within the social sphere, due mainly to its periodic presence in educational training in all levels. However, it is not exempt from speculations, exaggerations, inaccuracies and/or theories about the inherent aspects of training, activities, and field of action; which involve it in a series of enigmas that strengthen the myths surrounding this legendary profession. Thus, the purpose of the study was to rigorously investigate the context in which the preconceptions about this profession emerge and, thus, to be able to detect, expose and analyze the elements involved, so that these myths can later be confronted with reality. Therefore, the study was approached under a qualitative approach, with an exploratory scope and a documentary research design. Under this approach, and taking into account bibliographical references on the topic and discussions with teachers from different educational institutions in Latin American countries, 17 propositions were identified as myths and are discussed in this document. The study concluded that the importance of clarifying the myths of the teaching profession vis-à-vis society will subsequently make it possible to show the real scenario of teachers, thus producing an endless number of additional variables that will make it possible to reflect and contribute to the necessary reforms and actions that circumscribe this relevant work.