Trabalho docente e resistência: possibilidades para uma educação transformadora
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Data
2023-02-24
Autores
Silva, Amarilis Costa da
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Universidade Estadual Paulista (Unesp)
Resumo
Essa dissertação é vinculada ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia -UNESP, Campus de Presidente Prudente e à linha de pesquisa “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública”. O sistema educacional brasileiro tem passado por profundas alterações, principalmente na Educação Básica. As parcerias público-privadas, as avaliações em larga escala, a introdução da Base Nacional Comum Curricular (BNCC) e a instituição de mecanismos meritocráticos, são algumas das mudanças realizadas que, segundo os autores e autoras que fundamentam esta pesquisa, denotam a introdução de mecanismos do gerencialismo na educação, o que incide no aumento do controle sobre o trabalho docente e direciona o ensino a um processo formativo tecnicista. Diante de tal contexto, buscamos investigar professores e professoras que por meio de suas práticas pedagógicas, refletem o compromisso com uma educação a serviço da classe trabalhadora, que propicie uma formação crítica e humanizadora, e contribua para a transformação social. A sala de aula, local específico do trabalho docente, é o objeto central das políticas educativas supracitadas, onde ocorre o processo de ensino e aprendizagem. A resistência docente a tais imposições pode representar uma forma de romper com a educação tecnicista. Diante disto, nessa pesquisa, temos a seguinte problemática: no atual contexto da educação brasileira, como as professoras manifestam atitudes de resistência em suas ações em sala de aula na busca por uma educação humanizadora e transformadora? Temos por objetivo geral: investigar a presença de ações de resistência das docentes em sala de aula com vistas a desenvolver uma educação humanizadora e transformadora. E por objetivos específicos: Analisar a relevância da escola pública para a classe trabalhadora e o papel atribuído a ela na sociedade atual; compreender a função docente no atual contexto educacional e a importância do trabalho docente para uma educação transformadora; explicitar a perspectiva teórica que envolve a resistência; identificar as ações que se caracterizam como resistência a partir do relato das professoras; compreender os motivos que levam as professoras a resistir. Essa pesquisa é de abordagem qualitativa e fundamenta-se numa perspectiva crítica, com a realização de Entrevistas Narrativas com professoras do Ensino Fundamental II da rede pública estadual paulista. Os resultados da pesquisa evidenciam que mesmo diante das precárias condições de trabalho, as professoras dispõem de todos os recursos disponíveis para planejar suas aulas. Suas falas expressam um compromisso ético para com a educação de todos (as) os (as) estudantes. Porém, foi possível constatar que, ao buscarem ações para enfrentar a realidade educacional, falta-lhes uma formação política, recursos teóricos para conscientizá-las sobre o contexto, de modo que exerçam uma ação de resistência. Urgente se faz, criar espaços formativos que possibilitem momentos de reflexão coletiva sobre os problemas educacionais, para que as professoras tenham uma compreensão política da realidade educacional brasileira.
This dissertation is linked to the Graduate Program in Education at the Faculty of Science and Technology -UNESP, Presidente Prudente Campus and to the line of research “Training of Education Professionals, Educational Policies and Public School”. The Brazilian educational system has undergone profound changes, especially in Basic Education. Public-private partnerships, large-scale assessments, the introduction of the National Common Curricular Base (BNCC) and the institution of meritocratic mechanisms are some of the changes that, according to the authors who base this research, denote the introduction of mechanisms of managerialism in education, which focuses on increasing control over teaching work and directs teaching towards a technical training process. Faced with this context, we seek to investigate male and female teachers who, through their pedagogical practices, reflect their commitment to an education at the service of the working class, which provides critical and humanizing training, and contributes to social transformation. The classroom, the specific place of teaching work, is the central object of the aforementioned educational policies, where the teaching and learning process takes place. Teaching resistance to such impositions may represent a way to break with technical education. Given this, in this research, we have the following problem: in the current context of Brazilian education, how do teachers manifest attitudes of resistance in their actions in the classroom in the search for a humanizing and transforming education? Our general objective is: to investigate the presence of resistance actions by teachers in the classroom with a view to developing a humanizing and transforming education. And for specific objectives: To analyze the relevance of the public school for the working class and the role assigned to it in today's society; understand the teaching role in the current educational context and the importance of teaching work for a transformative education; explain the theoretical perspective that involves resistance; identify the actions that are characterized as resistance based on the teachers' reports; understand the reasons that lead teachers to resist. This research has a qualitative approach and is based on a critical perspective, with the performance of Narrative Interviews with teachers of Elementary School II of the state public network in São Paulo. The research results show that even in the face of precarious working conditions, the teachers have all the resources available to plan their classes. Their statements express an ethical commitment to the education of all students. However, it was possible to verify that, when seeking actions to face the educational reality, they lack political training, theoretical resources to make them aware of the context, so that they exercise resistance. It is urgent to create training spaces that allow moments of collective reflection on educational problems, so that teachers have a political understanding of the Brazilian educational reality.
This dissertation is linked to the Graduate Program in Education at the Faculty of Science and Technology -UNESP, Presidente Prudente Campus and to the line of research “Training of Education Professionals, Educational Policies and Public School”. The Brazilian educational system has undergone profound changes, especially in Basic Education. Public-private partnerships, large-scale assessments, the introduction of the National Common Curricular Base (BNCC) and the institution of meritocratic mechanisms are some of the changes that, according to the authors who base this research, denote the introduction of mechanisms of managerialism in education, which focuses on increasing control over teaching work and directs teaching towards a technical training process. Faced with this context, we seek to investigate male and female teachers who, through their pedagogical practices, reflect their commitment to an education at the service of the working class, which provides critical and humanizing training, and contributes to social transformation. The classroom, the specific place of teaching work, is the central object of the aforementioned educational policies, where the teaching and learning process takes place. Teaching resistance to such impositions may represent a way to break with technical education. Given this, in this research, we have the following problem: in the current context of Brazilian education, how do teachers manifest attitudes of resistance in their actions in the classroom in the search for a humanizing and transforming education? Our general objective is: to investigate the presence of resistance actions by teachers in the classroom with a view to developing a humanizing and transforming education. And for specific objectives: To analyze the relevance of the public school for the working class and the role assigned to it in today's society; understand the teaching role in the current educational context and the importance of teaching work for a transformative education; explain the theoretical perspective that involves resistance; identify the actions that are characterized as resistance based on the teachers' reports; understand the reasons that lead teachers to resist. This research has a qualitative approach and is based on a critical perspective, with the performance of Narrative Interviews with teachers of Elementary School II of the state public network in São Paulo. The research results show that even in the face of precarious working conditions, the teachers have all the resources available to plan their classes. Their statements express an ethical commitment to the education of all students. However, it was possible to verify that, when seeking actions to face the educational reality, they lack political training, theoretical resources to make them aware of the context, so that they exercise resistance. It is urgent to create training spaces that allow moments of collective reflection on educational problems, so that teachers have a political understanding of the Brazilian educational reality.
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Palavras-chave
Tecnicismo, Resistência docente, Educação humanizadora e transformadora, Trabalho docente, Technicality, Teaching resistance, Humanizing and transforming education