O ensino médio e as condições de trabalho docente em Santa Catarina
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Arquivos
Data
2013
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Farias, Angelita da Rosa
Orientador
Costa, Gilvan Luiz Machado
Coorientador
Resumo
A presente pesquisa procura discutir o Ensino Médio e os aspectos do trabalho docente na rede estadual de ensino de Santa Catarina. Questões relacionadas à matrícula e as condições de trabalho docente, foram sintetizadas na seguinte questão diretriz: Quais as configurações, limites e perspectivas do Ensino Médio em relação à matrícula e as condições de trabalho docente nas escolas estaduais de Santa Catarina? Para tentar compreender o tema proposto, identificou-se dados educacionais disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), Instituto Brasileiro de Geografia e Estatística (IBGE), Secretaria de Educação Estadual de Santa Catarina, Secretaria de Estado da Fazenda do governo de Santa Catarina. Além de dados das pesquisas nacionais ¿Remuneração de professores de escolas públicas da educação básica: configurações, impactos, impasses e perspectivas¿ e ¿Trabalho Docente na Educação Básica no Brasil (TDEB)¿. Adotou-se como desenho metodológico, a metodologia de pesquisa qualitativa numa abordagem dialética, na busca de compreender aspectos do Ensino Médio articulados ao contexto econômico, político, social brasileiro. Da análise dos dados emergiram três categorias conteúdo: natureza da matrícula no Ensino Médio, condições de trabalho docente no Ensino Médio e vencimento e remuneração no Ensino Médio. O estudo aponta problemas no Ensino Médio catarinense e, ao mesmo tempo, aponta desafios à rede estadual de ensino de Santa Catarina. Destacam-se problemas relacionados à matrícula e às condições de trabalho docente. Para isso apontam-se como desafios: trazer todos os catarinenses de 15 a 17 anos para a escola média e mantê-los com amplas possibilidades de apropriação dos conhecimentos científicos, históricos, filosóficos e artísticos. Articulados a esses desafios está a necessidade de melhorar as condições de trabalho para os professores, que passam por adequada infraestrutura das escolas, remuneração e carreira docente
This research aims to discusse high school and aspects of teaching in schools in the state of Santa Catarina, Brazil. Questions related to student registrations and of teachers' work conditions were synthesized in the following question guideline: What are the settings, limits and perspectives of high school in relation to student registration and conditions of teaching in public schools in Santa Catarina? In order to try to understand the theme, it was analised educational data available by the National Institute of Educational Studies, Anísio Teixeira or also called (INEP), Brazilian Institute of Geography and Statistics (IBGE), Santa Catarina Education Department, Santa Catarina Ministry Finance. In addition to national survey data " Compensation of public school teachers in basic education: settings, impacts, dilemmas, prospects" and" Brazilian Teachers' work in Basic Education ( TDEB )" . It was adopted as a methodological design, the qualitative research methodology in a dialectical approach, seeking to understand high school aspects articulated to the brazilian economy, politics, social contexts. The analysis of the data revealed three contents: the origin of the student registrations in high school, working conditions, high school teaching and remuneration. The study points to problems in high school in the state of Santa Catarina and, at the same time, it points challenges to the schools from the same state. It was highlighted problems related to student registration and teacher working conditions. Thus, some challenges were pointed: bringing all the students from Santa Catarina from the age of 15 to 17 to high school and keep them with ample opportunities of scientific, historical, philosophical and artistic knowledge appropriation. Articulated to these challenges, there is the necessity to improve working conditions for teachers, who undergo to adequate school infrastructure, remuneration and teaching career.
This research aims to discusse high school and aspects of teaching in schools in the state of Santa Catarina, Brazil. Questions related to student registrations and of teachers' work conditions were synthesized in the following question guideline: What are the settings, limits and perspectives of high school in relation to student registration and conditions of teaching in public schools in Santa Catarina? In order to try to understand the theme, it was analised educational data available by the National Institute of Educational Studies, Anísio Teixeira or also called (INEP), Brazilian Institute of Geography and Statistics (IBGE), Santa Catarina Education Department, Santa Catarina Ministry Finance. In addition to national survey data " Compensation of public school teachers in basic education: settings, impacts, dilemmas, prospects" and" Brazilian Teachers' work in Basic Education ( TDEB )" . It was adopted as a methodological design, the qualitative research methodology in a dialectical approach, seeking to understand high school aspects articulated to the brazilian economy, politics, social contexts. The analysis of the data revealed three contents: the origin of the student registrations in high school, working conditions, high school teaching and remuneration. The study points to problems in high school in the state of Santa Catarina and, at the same time, it points challenges to the schools from the same state. It was highlighted problems related to student registration and teacher working conditions. Thus, some challenges were pointed: bringing all the students from Santa Catarina from the age of 15 to 17 to high school and keep them with ample opportunities of scientific, historical, philosophical and artistic knowledge appropriation. Articulated to these challenges, there is the necessity to improve working conditions for teachers, who undergo to adequate school infrastructure, remuneration and teaching career.
Palavras-chave
Ensino médio, Educação e Estado, Professores de ensino de segundo grau