Redefinições do trabalho docente: a territorialização do Pacto pela Educação no Colégio Estadual João Netto de Campos em Catalão - Goiás
Carregando...
Data
2016-07-07
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
The neoliberal educational reforms in Brazil and other Latin American countries, since the last decades of the XX
century promoted the restructuring of education and teaching work, which not only achieves the school, but the
entire organization of public education, by altering the nature of school work, intensifying the exploitation of labor
and therefore more making flexible labor rights. The analysis dedicated itself to school scheduling policies and
teaching work as the logic of capital, focusing on goiana reform entitled: Policies of the Pact for Education: a better
future requires changes implemented by the state the end of 2011. The fact that it is imposed on the school routine,
without dialogue and transparency, politics raised questions about the relationship between the State and the
education of the public network in Goiás. It became centers for this work in the effort to unravel the essence of this
educational reform, so it is conceived to teaching as a work influenced by educational policies that expand the
territory within the state school, establishing a relationship of power between the state and the school community. In
this sense it is established as a disputed territory. The investigation of qualitative approach consisted in a case study
in Colégio Estadual João Netto de Campos, which he was held semistructured interviews with fifteen teachers and
observed the school routine, which based the establishment of a field diary. It was collected informations in the
school office, Subsecretaria Regional de Catalão and SINTEGO as well as research on official sites of the MEC,
INEP, Seduce and others. The conceptual theoretical framework consists of authors who approach the world of
work, such as: Antunes (1999), Harvey (2011), Nogueira (2004), Pinto (2007), Engels (1977), Thomaz Jr (2011),
Moreira (2009). About the teaching profession and the precarious conditions of the activity related to the
restructuring process: Chamon (2005), Santos (2009), Oliveira (2004), Costa (2012), Sampaio and Marin (2004),
Caetano (2014), Santos (2013), Libâneo (2011), Giroux (1997), Saviani (2007), Frigotto; Ciavatta (2003), Rocha
(2010), Mészaros (2005). State and public policies: Alves (2015), Höfling (2001), Mello-Théry (2011). Regarding
the territory category Haesbaert (2007), Cattaia (2011), Raffestin (1993). It is understood the school as a territory,
produced by the dispute between rationalism of educational reforms and demands derived from the experience of
workers of education. The concepts of levels and dimensions of Henri Lefebvre supported the search for
understanding how policy developed in the distant order - the superstructure and the State - reaches and intervenes at
the secondary level - where the Colégio Estadual João Netto de Campos - and how this interferes with everyday life,
producing power relations and confrontations to an elaborate policy without taking into account the reality of who is
in school. The research showed that there is outrage at the issues of education policy in the state, but that it does not
manifest in effective participation in the union claims or actions by teachers. Thus, the study of everyday life, or the
private level was fundamental for the analysis because control policies and Pact management to settle in school
results in clash of powers, putting in contrast the distant level - the legislated actions - and lived as they reveal the
strategies on rules that do not always represent everyday necessities.
Descrição
Palavras-chave
Pacto pela educação, Territorialização, Escola pública estadual, Reestruturação do trabalho docente, Pact for education, Territorialization, State school, Restructuring of the teaching wor
Citação
VALE, S. A. Redefinições do trabalho docente: a territorialização do Pacto pela Educação no Colégio Estadual João Netto de Campos em Catalão - Goiás. 2016. 159 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Catalão, 2016.