A opressão e exploração feminina no exercício da docência: a mulher como "pueri care"
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Data
2023-05-29
Autores
Guimarães, Érika Marin da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem por objetivo levantar elementos que contribuem para a análise da particularidade da opressão e exploração feminina no exercício da docência no Ensino Fundamental – anos iniciais. Nosso problema de pesquisa é: na profissão docente, as mulheres são tratadas de modo diferente, ou recebem atribuições diferentes em razão da condição feminina? Trata-se de um estudo de caso realizado em uma escola municipal de Ensino Fundamental – anos iniciais - no município de Santa Gertrudes - SP. Empreendemos um estudo das relações de trabalho, buscando apreender se as professoras recebem e percebem as exigências diferenciadas em razão da condição feminina, e como tais exigências se dão no interior da escola e da sala de aula. Para alcançar esse objetivo nos propusemos a inventariar as motivações das professoras para a escolha pela profissão docente; observar o processo de profissionalização delas; identificando como as situações de exploração e opressão aparecem no cotidiano, buscando apreender as imposições, dentro da escola, que podem ser associadas à condição feminina antes daquela de professora. Nosso referencial teórico é o materialismo histórico e dialético que tem no trabalho a categoria central para a constituição do ser humano, oferecendo-nos a possibilidade de compreensão da concreticidade sobre a divisão sexual do trabalho. Trata-se de uma pesquisa qualitativa, para a qual utilizamos de quatorze entrevistas semiestruturadas como fonte de informação, além de sessões de observação do ambiente escolar. As análises das entrevistas foram realizadas sob mediação das categorias cuidado, ensino e divisão sexual do trabalho, a fim de conseguirmos relacionar aspectos do trabalho docente feminino com o trabalho no modo de produção capitalista. Identificamos que a exploração e a opressão do trabalho docente feminino se revela na convocação às professoras para expandirem sua função docente para além do ensino, ficando responsáveis por outros tipos de cuidado que não o ensino de conteúdos escolares.
The research aims to explore the elements that contribute to the analysis of the particularities of oppression and the female exploitation in Elementary school teaching – early years. The research problem is: are women treated differently or assigned different roles due to their gender in the teaching profession? It is a case study carried out in a municipal school of Elementary Education – early years – in the municipality of Santa Gertrudes – SP. The study examines work relations, seeking to apprehend if female teachers receive and perceive the differentiated demands due to their gender, and how such demands occur within the school and classroom. To achieve this goal, it was proposed to inventory the motivations of female teachers for choosing the teaching profession; observe their professionalization process, and identify exploration and oppression occurring in everyday situations, seeking to apprehend the impositions within the school that could be associated to the female condition before their role as teachers. This is qualitative research study, for which were used fourteen semi-structured interviews as a source of information, in addition to observation sessions of the school environment. The analysis of the interviews was carried out through the mediation of the categories of care, teaching, and sexual division of labor, to relate aspects of female teaching with work in the capitalist mode of production. Our theoretical framework is historical and dialectical materialism, which places labor as the central category, offering us the possibility to understand the concreteness of the sexual division of work. It was identified that the exploitation and oppression of female teaching work is revealed in the demand for teachers to expand their teaching role beyond the instruction of school content, becoming responsible for other types of care that go beyond teaching.
The research aims to explore the elements that contribute to the analysis of the particularities of oppression and the female exploitation in Elementary school teaching – early years. The research problem is: are women treated differently or assigned different roles due to their gender in the teaching profession? It is a case study carried out in a municipal school of Elementary Education – early years – in the municipality of Santa Gertrudes – SP. The study examines work relations, seeking to apprehend if female teachers receive and perceive the differentiated demands due to their gender, and how such demands occur within the school and classroom. To achieve this goal, it was proposed to inventory the motivations of female teachers for choosing the teaching profession; observe their professionalization process, and identify exploration and oppression occurring in everyday situations, seeking to apprehend the impositions within the school that could be associated to the female condition before their role as teachers. This is qualitative research study, for which were used fourteen semi-structured interviews as a source of information, in addition to observation sessions of the school environment. The analysis of the interviews was carried out through the mediation of the categories of care, teaching, and sexual division of labor, to relate aspects of female teaching with work in the capitalist mode of production. Our theoretical framework is historical and dialectical materialism, which places labor as the central category, offering us the possibility to understand the concreteness of the sexual division of work. It was identified that the exploitation and oppression of female teaching work is revealed in the demand for teachers to expand their teaching role beyond the instruction of school content, becoming responsible for other types of care that go beyond teaching.
Descrição
Palavras-chave
Divisão sexual do trabalho, Feminilização docente, Precarização do trabalho, Opressão e exploração, Ensino Fundamental, Sexual division of labor, Feminization of teaching, Job insecurity, Oppression and exploitation, Elementary education