A identidade das professoras categoria "O" na rede estadual paulista: desdobramentos da política de desvalorização do trabalho docente
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Data
2023-05-02
Autores
Persegueiro, Kelcilene Gisela [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem como objetos de estudo a identidade do professor e professora da rede estadual de ensino contratados (as) na Categoria “O”, atuantes nas salas de aulas do Munícipio de Rio Claro/SP e vinculados à Diretoria de Limeira/SP. Ou seja, profissionais do ensino que trabalham com mínimos direitos assegurados, de forma precária, (des) amparados pela Lei Complementar nº. 1093/2009. O referencial teórico deste estudo fundamenta-se nas ideias de Gentili (1996), Frigotto (1995), Enguita (2002), Saviani (2010), Robertson (2012), Oliveira, D. (2011), HALL; Woodward (2014), Thomaz Tadeu da Silva (2000), Silva, E.P. (2016), Ball (2008), Bourdieu e Passeron (1992) entre outros. O presente estudo visa compreender e analisar a identidade do (a) professor (a) Categoria “O” como ele (a) se considera e se vê, efetivamente, professor (a)? Entender as condições de trabalho docente, na atualidade, a partir das reformas educacionais de cunho gerencialista, no estado de São Paulo, impactantes nas políticas públicas educacionais, permite inferir algumas mudanças que, por sua vez, interferem nas condições de trabalho do (a) professor (a) e, segundo Silva E.P (2016), com o processo de intensificação do trabalho sob a proteção da ideologia gerencialista, acarretam a manipulação da subjetividade e o adoecimento dos/as trabalhadores (as) da Educação. A pesquisa empreendida é do tipo qualitativa e exploratória, que não pode ser suficientemente dimensionada sem levar-se em consideração sua ligação com a realidade social e sem que seja proposta uma reflexão sobre as categorias precarização e desvalorização. Foram aplicados questionários, com o auxílio de plataformas virtuais - como Google Forms, WhatsApp, Facebook – e e-mails. Dentre os instrumentos utilizados para aferição dos dados colhidos na pesquisa, optou-se pela Escala de Likert, a fim de ampliar a discussão em torno da identidade profissional do (a) professor (a).Os resultados apontam para os principais elementos que se constroem a identidade do (a) professor (a) Categoria “O”, no âmbito desta investigação, quais sejam: incertezas quanto à carreira, condições de trabalho precárias, poucos direitos assegurados, instabilidade e desvalorização profissional, falta de reconhecimento, desigualdade, baixos salários, e invisibilidade diante do corpo docente efetivo e dos gestores dentro da comunidade escolar.
This work has as objects of study the teacher and teacher of the state education network hired in Category “O”, working in classrooms in the Municipality of Rio Claro/SP and linked to the Board of Limeira/SP. That is, teaching professionals who work with minimal rights guaranteed, in a precarious way, (un)supported by Complementary Law nº. 1093/2009. The theoretical framework of this study is based on the ideas of Gentili (1996), Frigotto (1995), Enguita (2002), ThomazTadeu da Silva (2000), Silva (2016), Bourdieu and Passeron (1992) among others. The present study aims to understand and analyze the identity of the teacher Category “O”: does he/she consider and see himself/herself, effectively, a teacher? Understanding the working conditions of teachers, nowadays, based on the educational reforms of a managerial nature, in the state of São Paulo, which had an impact on educational public policies, allows us to infer some changes that, in turn, connect with the social totality, and interfere in the teacher's working conditions and, according to Silva (2016), with the process of work intensification under the protection of the managerial ideology, lead to the manipulation of subjectivity and the illness of school workers. Education. The field research carried out is of a qualitative type, which cannot be sufficiently scaled without taking into account its connection with the social totality and without proposing a reflection on the categories precariousness and proletarianization. Questionnaires were applied, with the help of virtual platforms - such as Google Forms, WhatsApp, Facebook - and emails. Among the instruments used to measure the data collected in the research, the Likert Scale was chosen in order to broaden the discussion around the professional identity of the teacher. The results point to the main elements that constitute the identity of the Category “O” teacher, within the scope of this investigation, namely: career uncertainties, precarious working conditions, few guaranteed rights, instability and professional devaluation , lack of recognition, inequality, low salaries, exclusion and invisibility before the teaching staff and managers within the school community.
This work has as objects of study the teacher and teacher of the state education network hired in Category “O”, working in classrooms in the Municipality of Rio Claro/SP and linked to the Board of Limeira/SP. That is, teaching professionals who work with minimal rights guaranteed, in a precarious way, (un)supported by Complementary Law nº. 1093/2009. The theoretical framework of this study is based on the ideas of Gentili (1996), Frigotto (1995), Enguita (2002), ThomazTadeu da Silva (2000), Silva (2016), Bourdieu and Passeron (1992) among others. The present study aims to understand and analyze the identity of the teacher Category “O”: does he/she consider and see himself/herself, effectively, a teacher? Understanding the working conditions of teachers, nowadays, based on the educational reforms of a managerial nature, in the state of São Paulo, which had an impact on educational public policies, allows us to infer some changes that, in turn, connect with the social totality, and interfere in the teacher's working conditions and, according to Silva (2016), with the process of work intensification under the protection of the managerial ideology, lead to the manipulation of subjectivity and the illness of school workers. Education. The field research carried out is of a qualitative type, which cannot be sufficiently scaled without taking into account its connection with the social totality and without proposing a reflection on the categories precariousness and proletarianization. Questionnaires were applied, with the help of virtual platforms - such as Google Forms, WhatsApp, Facebook - and emails. Among the instruments used to measure the data collected in the research, the Likert Scale was chosen in order to broaden the discussion around the professional identity of the teacher. The results point to the main elements that constitute the identity of the Category “O” teacher, within the scope of this investigation, namely: career uncertainties, precarious working conditions, few guaranteed rights, instability and professional devaluation , lack of recognition, inequality, low salaries, exclusion and invisibility before the teaching staff and managers within the school community.
Descrição
Palavras-chave
Precarização, Profissão docente, Professores (as) categoria O, Identidade, Desvalorização do trabalho docente, Precariousness, Teaching profession, Category "O" Teachers, Identify