Banca de DEFESA: Natalino Guilherme de Souza

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Natalino Guilherme de Souza
DATE: 19/02/2024
TIME: 14:00
LOCAL: https://join.skype.com/oewjwWBv8sBM
TITLE:

The dynamics of the meaning of teaching work in public schools: a Clinical Sociology approach to secondary school professionals in the Federal District.

KEY WORDS:

Public School; Teaching Work; Public Educational Policies; High School.

PAGES: 273
BIG AREA: Ciências Humanas
AREA: Sociologia
SUMMARY:

In contemporary times, education is a fundamental social activity that encompasses and articulates essential aspects of collective life. In fact, the centrality of instruction is most evident in a series of institutions dedicated to teaching, especially in schools. School is where the process of instruction begins and develops, based on stable rhythms, movements, and routines. Like any other social institution, the school is affected and conditioned by the socio-economic and socio-political context to which it is linked, especially by public policies designed and implemented by the municipal, state, or federal authorities. On the other hand, the school is also the space within which numerous actors, with different roles, carry out their work. In other words, the school is a space of experience in which a complex range of relationships is established between different professionals to promote the teaching/learning process for children and young people. Among these professionals are the teachers. The task of accompanying students in their education and development weighs most heavily on them, since it is with teachers that they spend most of their school time. Students are therefore the "object of work" for teachers and because they have a specific individual and social character, they mark the very nature of teachers' work. On the other hand, public education policies for the different segments establish a series of rules and procedures that have a direct impact on teachers' work, requiring them to align themselves with new logics that restructure the organization of their work, and the way schools are administratively managed. In the case of secondary education, these policies reflect the contradictions between capital and labor that have historically permeated Brazilian society itself. Even the policy guidelines for the New High School (NEM), with its proposal to diversify the curriculum, does not escape the structural educational dualism that separates the intellectual and manual dimensions according to the social positions of the subjects, within the framework of the country's enormous social inequality. The reform of this segment, which is still in the unfinished process of implementation, is already undergoing significant changes, revealing above all its mismatch with the reality of existing public high schools. In the Federal District, the picture is no different. The series of changes proposed by the new policy come up against structural constraints in schools and teachers' working conditions. It is within these new contradictory logics that are now putting pressure on the school institution that teaching professionals are challenged to give meaning to their actions and achieve personal and professional fulfillment. In this case, what makes up the horizon of expectations of secondary school teachers in the Federal District? How do they cope with the contradictions and mismatches at school, in a society marked by social acceleration and the constant risk of alienation at work? What personal and collective coping mechanisms do these professionals have to deal with this situation? How does all this affect the dynamics of the meaning of work and the very construction of the subjects' historicity? These are the questions this research sets out to answer.

COMMITTEE MEMBERS:
Presidente - ***.333.461-** - CHRISTIANE GIRARD FERREIRA NUNES - UnB
Interna - 2079994 - TANIA MARA CAMPOS DE ALMEIDA
Externa ao Programa - 1772318 - CHRISTIANE MACHADO COELHO - UnBExterno à Instituição - PEDRO HENRIQUE ISAAC SILVA - IFB
Externo à Instituição - RICARDO SPÍNDOLA MARIZ