Navegando por Palavras-chave "Condição De Trabalho Docente"

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    Condições De Trabalho Docente No Ensino Fundamental Ii Na Rede Estadual Paulista E Representações De Professores Sobre Autonomia
    (Universidade Federal de São Paulo (UNIFESP), 2017-08-25) Santos, Vanessa Filgueira [UNIFESP]; Penna, Marieta Gouvea De Oliveira [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research aimed to investigate teachers' representations about their autonomy, establishing relationships between such representations and the concreteness of the work they perform, as well as the practical knowledge of the social world they possess, and the position they occupy in the social structure. It was also tried to identify if in the organization of work in the school it is possible the occurrence of spaces that allow autonomy as a collective construction. The research problem refers to the representation of teachers in relation to pedagogical autonomy as an educational attribute of collective construction in the school. This problem can be demonstrated by the following central questions: 1) What representation do teachers have about autonomy in their work process? 2) In what way does the position occupied by teachers in the social structure contribute to configuring the representation they have about their work? 3) Do the objective conditions of the teaching work process interfere with the constitution of the teachers' representation about their autonomy? The focus of the analysis was the teachers working in primary and secondary education of the state network of São Paulo during the academic years of 2015 and 2016. The methodology used was a qualitative approach, through observation of the field of research and achievement Of semi-structured interviews with five teachers. The conception of autonomy adopted was that of Contreras (2012), which understood it to be constituted from collective processes, which express the desire for institutional and social transformations of education. The concepts of habitus, field and social representation, elaborated by Pierre Bourdieu, were constituted as analytical tools to investigate the objective structures in which the agents are immersed as well as their dispositions for the action and perception of the social world in which they are inserted. The analyzes allowed to show that the representation of the teachers of their autonomy is linked to the control of the technical aspects of the work and to the exercise of power and authority over the students. These representations relate to the status and prestige that the teachers give to the work they perform, a world vision that seeks to value teaching through the symbolic struggle to distinguish themselves. It was also verified the representation that understands the autonomy as related to the perception of the questions that permeate the school and the society in a critical way, putting the possibility of acting in favor of social and educational changes.