Sentidos do trabalho docente em meio às disputas por um projeto de escola pública: dilemas, desafios, entraves e possibilidades.

Abstract

This research is conducted with the support of Coordenação de Aperfeiçoamento de Pessoal de Programa de Nível Superior. It is linked to the Federal University of Pelotas, under the orientation of Professor Álvaro Moreira Hypolito. This present study is about the teacher of basic education, focusing the study at understanding the teaching work meaning incorporated by teachers of basic education, among disputes over a school project. The relevance of this work is justified from the basic idea that the condition of labor’s productivity as a determinant and riveting form content in understanding the procedures produced and reproduced theoretically and historically, in the political materiality and in the essence of the work that educates, graduates and instruct the educator. Dialectical historical materialism is assumed as ontology and epistemology for the development of this study and the analysis of the object under investigation. It articulates the quantitative and qualitative methodological approaches, presented in four movements. The first as a study about the teaching work, the project of school and the senses and meanings, starting from a literary review in theses and dissertations that present discussions that relate teaching work and the project of school. Later it approaches the literature about the disputes for work, the teaching function and the project of society in the classic and historical theories that permeate the contemporary pedagogical thought and the social paradigms of the education. The third movement conducts a documentary research outlining the public education project of the Federal District Secretary of Education, systematizing an understanding of the theories, thoughts and the social function attributed to public education. And finally, we use the interview feature, through snowball sampling technic, to capture the senses of teaching work by teachers of basic education. The sample has 25 teachers, who understand the economic, political, social and cultural mediations and their multiple determinants that constitute the disputes for a project of school and the meanings of the teaching work, contextualizing the nature, processes, characterizations and the categories that compose the teaching work. Seven categories were constituted as meanings of the teaching work, which are revealed as affective; politic; of appreciation and devaluation; humanizers and dehumanizes; teaching singularities, work organicity. These are fostered by the structure of the production of social relations, driven by morbid feelings, operating under the impulses of the disputes of the meanings of labor in the social matter of the universality of social self in capitalist society. The discussion closes around some considerations about the teaching category, the centrality of knowledge at work and the constitution of the teacher, in order to contribute to the debate for teachers who build a public-school project from the humanizing, transformative and emancipatory perspective.