Abstract
This paper presents the results of a research whose objective was to identify the representations, according to Chartier’s use of the concept, about the emotional dimensions of the work by elementary school teachers in São Paulo, between the 1950s and 1970s. For this purpose, autobiographical novels by teachers of the period, magazines produced by the São Paulo Teachers Center - CPP, as well as the productions of the Brazilian Journal of Pedagogical Studies - RBEP, were used as a way to compare the representations about the emotional dimensions of teaching produced by the very teachers and the representations produced by education researchers, published by RBEP. Emotions are defined, drawing from Estrela and Damásio, as a dynamic system that makes possible to deal with the unknown and awareness, as well as the constant (unconscious and conscious) judgment of everyday threats and opportunities. The emotional dimensions of teaching are understood as a set of emotions that emerge with the teachers´ interactions in their everyday activities: the relationship with students, family and other professionals in the school environment, as well as the emotions arising from working conditions and changes in the educational structure. The analysis of the sources allowed us to identify to what extent the representations about emotions in teaching were related to the production of a discourse about the education and the practice of the elementary teacher, as well as to the constitution and dissemination of the representation of elementary school teachers by CPP.
History of the teaching profession; Emotions and teaching; Social representations