Políticas educacionais e o professor do ensino médio
Carregando...
Arquivos
Data
2012
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
Serafim, Natali Maria
Orientador
Costa, Gilvan Luiz Machado
Coorientador
Resumo
O presente estudo teve como objetivo compreender quem são os sujeitos docentes do Ensino Médio e de que forma as políticas públicas educacionais implementadas a partir de 1990 reorganizaram o seu trabalho. Buscou-se com os questionários e entrevistas traçar o perfil destes sujeitos e em que condições exercem a docência. Após transcrição, os dados obtidos foram analisados e confrontados com a literatura. Baseado, sobretudo, nas enquetes e nos depoimentos dos professores que lecionam no Ensino Médio noturno das escolas estaduais públicas pertencentes à 20ª GERED selecionaram-se três categorias de conteúdo: precarização das condições de trabalho docente, intensificação do trabalho docente e autointensificação do trabalho docente. A pesquisa sugere que as reformas educacionais implementadas a partir dos anos 1990 exigem dos professores muitas funções e responsabilidades reestruturando e precarizando sua atividade. Tais reformas centralizam os professores no processo de sua realização, responsabilizando-os pelo sucesso e principalmente pelos insucessos educacionais sem a discussão das condições objetivas do trabalho resultando no processo de culpabilização pelos fracassos escolares. Para que os ideais reformistas fossem implementados na educação foi preciso que os professores internalizassem o discurso e os objetivos da mesma, ou seja, a realização de mais funções e a abrangência de mais responsabilidades começaram a ser concebidas como sinônimo de competência e profissionalismo. O estudo infere que tais reformas implementadas a partir dos anos 1990, têm importado para educação princípios de eficiência e produtividade, o que tem levado os responsáveis pela educação pública a uma prática da exigência e eficácia com recursos e investimentos insuficientes e que tem resultado na precarização das condições de trabalho docente, explicitada, sobretudo, no arrefecimento da remuneração dos professores. Tal contexto induz estes sujeitos a estender sua carga horária na busca de condições dignas de existência. O estudo aponta que a precarização das condições de trabalho docente - ausência de uma boa estrutura física; remuneração incompatível; trabalho em demasia; ausência de tempo para as discussões pedagógicas; falta de estabilidade no contrato de trabalho; número excessivo de alunos em sala de aula; falta de apoio pedagógico, tempo e condições financeiras para a formação continuada; grande número de responsabilidades para exercer em sala de aula, em casa e na gestão escolar; falta de prestígio social; falta de tempo e condições financeiras para o lazer e para enriquecimento cultural ¿ engendraram um processo de intensificação e autointensificação do trabalho docente com a autorresponsabilização por parte dos docentes pelos fracassos escolares.
The present study aimed to understand who are the subjects of secondary school teachers and how the public educational policies implemented since 1990 reorganized its work. Was sought with questionnaires and interviews to trace the profile of these subjects and on what terms engaged in teaching. After transcription, the data were analyzed and compared with literature. Based mostly on surveys and interviews of teachers who teach in high school night school state government belonging to the 20th GERED selected three categories of content: precarious conditions of teaching, enhancement of teaching and autointensificação of teaching. Research suggests that the educational reforms implemented from the year 1990 require teachers many functions and responsibilities of restructuring activity. These reforms centered teachers in the process of its realization, blaming them for success, and especially the educational failures without discussion of the objective conditions of labor resulting in the process of blame for school failures. For reformist ideals were implemented in education was that teachers need internalizassem speech and the same objectives, namely the realization of more functions and scope of responsibilities more began to be conceived as synonymous with competence and professionalism. The study infers that such reforms implemented since the 1990s, are imported into educational principles of efficiency and productivity, which has led those responsible for public education to a practical need and effectiveness of resources and insufficient investment and that has resulted in precarious the conditions of teaching, more explicit, especially in the cooling of the remuneration of teachers. This context encourages these individuals to extend their hours in search of decent existence. The study indicates that the precarious conditions of teaching - the absence of a good physical structure; incompatible remuneration, work too much, lack of time for pedagogical discussions, lack of stability in the employment contract; excessive number of students in the classroom , lack of educational support, time and financial conditions for continuing education; large number of responsibilities to perform in the classroom, at home and in school management, lack of social prestige, lack of time and financial conditions for leisure and enrichment cultural - engendered a process of intensification of teachers' work and autointensificação with autorresponsabilização by teachers for school failure.
The present study aimed to understand who are the subjects of secondary school teachers and how the public educational policies implemented since 1990 reorganized its work. Was sought with questionnaires and interviews to trace the profile of these subjects and on what terms engaged in teaching. After transcription, the data were analyzed and compared with literature. Based mostly on surveys and interviews of teachers who teach in high school night school state government belonging to the 20th GERED selected three categories of content: precarious conditions of teaching, enhancement of teaching and autointensificação of teaching. Research suggests that the educational reforms implemented from the year 1990 require teachers many functions and responsibilities of restructuring activity. These reforms centered teachers in the process of its realization, blaming them for success, and especially the educational failures without discussion of the objective conditions of labor resulting in the process of blame for school failures. For reformist ideals were implemented in education was that teachers need internalizassem speech and the same objectives, namely the realization of more functions and scope of responsibilities more began to be conceived as synonymous with competence and professionalism. The study infers that such reforms implemented since the 1990s, are imported into educational principles of efficiency and productivity, which has led those responsible for public education to a practical need and effectiveness of resources and insufficient investment and that has resulted in precarious the conditions of teaching, more explicit, especially in the cooling of the remuneration of teachers. This context encourages these individuals to extend their hours in search of decent existence. The study indicates that the precarious conditions of teaching - the absence of a good physical structure; incompatible remuneration, work too much, lack of time for pedagogical discussions, lack of stability in the employment contract; excessive number of students in the classroom , lack of educational support, time and financial conditions for continuing education; large number of responsibilities to perform in the classroom, at home and in school management, lack of social prestige, lack of time and financial conditions for leisure and enrichment cultural - engendered a process of intensification of teachers' work and autointensificação with autorresponsabilização by teachers for school failure.
Palavras-chave
Educação e Estado, Professores, Ensino médio, Responsabilidade - Educação