TEACHING WORK AND THE DIALECTIC KNOT OF GENDER, RACE AND CLASS
Teaching work; gender, race and class dialectic; teacher training, epistemology of praxis
This thesis has as its guiding question: How do the categories gender, race-ethnicity and class mark the constitution of meanings about the teaching work of male and female teachers in the early years of the Federal District? In the challenge of answering the central question, the general objective is: To understand the constitution of becoming a teacher and teacher through the mediation of the dialectical knot gender, grace and class. For this purpose, we used narrative interviews with teachers from the State and Education Secretariat of the Federal District, with a view to apprehending their objective-subjective constitution in the dialectical movement of reality. We identified that such process permeates mediations of naturalization and alienation conform the emptying of meaning and transforming potentialities, which in inequality inform the humanizing character of and in teaching work. This, when located in the field of alienation, tends to reaffirm inequalities, the social, racial and sexual division of work, which is strengthened by fragmentation, opening up the possibilities of confronting individual and subjectivist achievements. Consequently, it informs the difficulty of elaborating and taking a position on the horizon of collective projects. The starting point for resistance lies in the emancipatory character that synthesizes the function of the school, the teaching function and its realization through praxis. Here, the potentiality of education is affirmed in an ontological and revolutionary dimension through the category of work, as a formative principle, of constitution of the social being, in the concreteness of the dialectic base of the knot in movement with the social contradictions of gender, race and class.