A concepção de trabalho do professor de sociologia a partir da sua prática docente: análise no município de Marília
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Data
2020-02-28
Autores
Ribeiro, Vanessa Simões [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem, por objetivo geral, analisar e compreender como os professores que ministram a disciplina de Sociologia, na rede estadual de ensino de Marília, entendem sua concepção de trabalho, a partir de sua prática docente. A opção por este objeto de estudo foi orientada pela hipótese de que determinações políticas e econômicas, expressas em uma lógica capitalista e neoliberal, interferem nas políticas educacionais, nas propostas curriculares e de ensino. O entendimento que o professor tem de seu trabalho distancia-se de sua prática, havendo um estranhamento na sua relação e condição dentro da escola. Explorando a concepção de trabalho que este professor tem, poder-se-á problematizar sua prática, a partir da hipótese de que a relação entre educação e trabalho está intrinsecamente determinada, sobretudo na escola. No que se refere à Sociologia, esta apresenta, em sua trajetória história, a ausência no currículo, tornando-se motivo de disputas quanto à sua inserção e obrigatoriedade, tornando peculiar a condição e formação do professor que ministra a disciplina. Este trabalho prevê uma pesquisa que tem por procedimentos metodológicos a pesquisa bibliográfica e documental para apreender as questões teóricas, pertinentes ao objeto de estudo e compreender, a partir de uma perspectiva crítica, o contexto educacional em questão. A coleta de dados, para complemento da abordagem, terá a utilização da análise de uma pesquisa exploratória nas escolas do município de Marília para amostra e seleção dos professores e a opção por realização de entrevistas com os mesmos. A institucionalização da disciplina marcou a função destes professores, para os quais, neste trabalho, daremos voz e lugar. Esta pesquisa é desenvolvida com base no método do Materialismo Histórico Dialético.
The present work has, as a general objective, to analyze and understand how the professors who teach the discipline of Sociology, in the state teaching network of Marília, understand their conception of work, from their teaching practice. The choice for this object of study was guided by the hypothesis that political and economic determinations, expressed in a capitalist and neoliberal logic, interfere in educational policies, curricular and teaching proposals. The teacher's understanding of his work differs from his practice, with a strangeness in his relationship and condition within the school. Exploring the conception of work that this teacher has, one can question his practice, based on the hypothesis that the relationship between education and work is intrinsically determined, especially at school. With regard to Sociology, it presents, in its historical trajectory, the absence in the curriculum, becoming the subject of disputes regarding its insertion and mandatory nature, making the condition and training of the teacher who teaches the discipline peculiar. This work foresees a research that uses bibliographic and documentary research as methodological procedures to apprehend the theoretical questions, pertinent to the object of study and to understand, from a critical perspective, the educational context in question. Data collection, to complement the approach, will use the analysis of an exploratory research in schools in the municipality of Marília for sample and selection of teachers and the option of conducting interviews with them. The institutionalization of the discipline marked the role of these teachers, for whom, in this work, we will give voice and place. This research is developed based on the method of Dialectical Historical Materialism.
The present work has, as a general objective, to analyze and understand how the professors who teach the discipline of Sociology, in the state teaching network of Marília, understand their conception of work, from their teaching practice. The choice for this object of study was guided by the hypothesis that political and economic determinations, expressed in a capitalist and neoliberal logic, interfere in educational policies, curricular and teaching proposals. The teacher's understanding of his work differs from his practice, with a strangeness in his relationship and condition within the school. Exploring the conception of work that this teacher has, one can question his practice, based on the hypothesis that the relationship between education and work is intrinsically determined, especially at school. With regard to Sociology, it presents, in its historical trajectory, the absence in the curriculum, becoming the subject of disputes regarding its insertion and mandatory nature, making the condition and training of the teacher who teaches the discipline peculiar. This work foresees a research that uses bibliographic and documentary research as methodological procedures to apprehend the theoretical questions, pertinent to the object of study and to understand, from a critical perspective, the educational context in question. Data collection, to complement the approach, will use the analysis of an exploratory research in schools in the municipality of Marília for sample and selection of teachers and the option of conducting interviews with them. The institutionalization of the discipline marked the role of these teachers, for whom, in this work, we will give voice and place. This research is developed based on the method of Dialectical Historical Materialism.
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Palavras-chave
Educação, Trabalho, Trabalho docente, Ensino de sociologia, Professores de sociologia, Education, Job, Teaching work, Teaching sociology, Teachers of sociology