Trabalho docente na rede municipal de escolas públicas de Sobral-CE: compromisso produtivo dinâmico em um contexto de “sucesso escolar”.

Abstract

The teaching work in Brazil has been increasingly influenced by large-scale assessments, mainly as a result of the creation in 2007 of the Basic Education Development Index (IDEB), which has been the main indicator of the quality of student performance in Brazil. In the municipality of Sobral-CE, marked by excellent IDEB indexes in elementary school, the preparation for the appraisals of learning assumes great importance in the organization of the pedagogical work developed in the schools. Thus, policies have been implemented that aim to encourage and value teaching work, such as: financial gratuities and monthly inservice training. From a sociology of work approach, this research sought to analyze if the pedagogical organization and the mechanisms of incentive to the teaching work adopted by the municipality are seen as factors that value and contribute positively to the teaching function in the view of the own teachers. Through observations of field research and 28 questionnaires applied to teachers from two public schools, the analysis of the results seeks to explain fundamentally how teachers can be well involved in their work and at the same time perceive themselves to be devalued, mainly due to the economic aspect. Thus the issues of control and autonomy are approached through the dimensions of the work presented by Serge Paugam, the concepts of constrained implication and dynamic productive commitment of Jean-Pierre Durand and the contribution of a perspective of the communicative reason of Jurgen Habermas. The combination of the uncertainty constraint of the temporary work contract with the consensus produced around the evaluations of learning and the relative autonomy of the teachers in the decisions of their work, construct the alignment of their practices in relation to the educational objectives established in Sobral.