Trabalho docente em escolas estaduais paulistas: o desafio do professor da categoria O
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Data
2016-02-15
Autores
Santos, Franciele Del Vecchio dos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O final do século XX, com o advento do neoliberalismo, a aceleração do tempo produtivo e a flexibilização do mundo do trabalho desencadeou profundas mudanças na organização social contemporânea. Neste contexto, a partir da década de 1990, a escola vivencia uma profunda reorganização quando um conjunto de reformas educacionais de viés gerencialista, impulsionado pela influência dos organismos multilaterais alterou suas práticas e condições de trabalho. No Brasil, essas reformas resultaram na prevalência da cultura do controle, da regulação e da demonstração de resultados da educação, fato que incidiu diretamente no processo de intensificação do trabalho docente, instaurando uma nova concepção acerca da escola e do papel de seus agentes sociais mais diretos, estudantes e professores. Os docentes viram-se diante de inúmeras alterações em seu processo cotidiano de trabalho sendo obrigados, cada vez mais, a desempenhar papeis que se distanciam da perspectiva didático-pedagógica da profissão. Além de modificações na realização do trabalho, alguns estados como São Paulo, passaram a flexibilizar sua forma de contratação, criando em seu sistema público de ensino contratos de trabalho temporários sem direitos assegurados. A presente pesquisa busca refletir sobre a prática de contratação por tempo determinado realizada na rede estadual paulista e sua relação com as condições de trabalho dos professores não efetivos (categoria O) contratos à partir da Lei Complementar N° 1.093/2009. Para tanto, optou-se pela realização de uma pesquisa empírica de natureza qualitativa complementada por levantamento bibliográfico documental. A técnica de coleta de dados adotada foi a entrevista semiestruturada com professores da categoria O representantes das áreas do conhecimento propostas na atual matriz curricular do Estado de São Paulo. As especificidades inerentes a essa forma de contratação evidenciam um contexto de fragilização da categoria docente explicitando que essa forma de contrato realizada pela rede estadual paulista contribui para a precarização das relações de trabalho na escola, com jornadas de trabalho extensas, desvalorização social da profissão, insegurança e instabilidade.
The end of the twentieth century, with the advent of neoliberalism, the acceleration of productive time and the flexibility of the labor market triggered profound changes in contemporary social organization. In this context, from the 1990s, the school experiences a major reorganization when a set of educational reforms of managerial bias, driven by the influence of multilateral organizations changed their practices and working conditions. In Brazil, these reforms have resulted in the prevalence of control culture, regulation and income statement of education, the fact that focused directly on the intensification of teaching process, establishing a new conception of the school and the role of their social agents more direct, students and teachers. The teachers were faced numerous changes in their daily work process being forced, increasingly, to play roles that differ from the didactic and pedagogical perspective of the profession. In addition to changes in the performance of the work, some states such as São Paulo, started to ease their way of hiring, creating in its public school system temporary employment contracts without guaranteed rights. This research seeks to reflect on fixed-term hiring practice held in São Paulo state network and its relationship to the working conditions of non-tenured teachers (category) contracts from the Complementary Law No. 1,093 / 2009. Therefore, it was decided to carry out an empirical research of qualitative complemented by documentary literature. The adopted data collection technique was the semi-structured interviews with Grade Teachers The representatives of the areas of knowledge proposed in the current curriculum of the State of São Paulo. The specificities of this form of employment show a context of weakening of the teaching category explaining that this form of contract held by the state public network contributes to the precariousness of labor relations at school, with long working hours, social devaluation of the profession, insecurity and instability.
The end of the twentieth century, with the advent of neoliberalism, the acceleration of productive time and the flexibility of the labor market triggered profound changes in contemporary social organization. In this context, from the 1990s, the school experiences a major reorganization when a set of educational reforms of managerial bias, driven by the influence of multilateral organizations changed their practices and working conditions. In Brazil, these reforms have resulted in the prevalence of control culture, regulation and income statement of education, the fact that focused directly on the intensification of teaching process, establishing a new conception of the school and the role of their social agents more direct, students and teachers. The teachers were faced numerous changes in their daily work process being forced, increasingly, to play roles that differ from the didactic and pedagogical perspective of the profession. In addition to changes in the performance of the work, some states such as São Paulo, started to ease their way of hiring, creating in its public school system temporary employment contracts without guaranteed rights. This research seeks to reflect on fixed-term hiring practice held in São Paulo state network and its relationship to the working conditions of non-tenured teachers (category) contracts from the Complementary Law No. 1,093 / 2009. Therefore, it was decided to carry out an empirical research of qualitative complemented by documentary literature. The adopted data collection technique was the semi-structured interviews with Grade Teachers The representatives of the areas of knowledge proposed in the current curriculum of the State of São Paulo. The specificities of this form of employment show a context of weakening of the teaching category explaining that this form of contract held by the state public network contributes to the precariousness of labor relations at school, with long working hours, social devaluation of the profession, insecurity and instability.
Descrição
Palavras-chave
Precarização do trabalho, Contratos por tempo determinado, Categoria O, Política educacional paulista, Teaching work, Precarious work, Fixed-term contracts, São Paulo Educacional Policy, Trabalho docente