Title:	Sentidos do trabalho docente para os professores do Ensino Médio das escolas públicas do Distrito Federal
Authors:	Oliveira, Alessandra Batista de
Orientador(es)::	Silva, Kátia Augusta Curado Pinheiro Cordeiro da
Assunto::	Ensino médio - Distrito Federal (Brasil) Trabalho docente Professores - percepção
Issue Date:	21-Dec-2023
Data de defesa::	6-Jul-2023
Citation:	OLIVEIRA, Alessandra Batista de. Sentidos do trabalho docente para os professores do Ensino Médio das escolas públicas do Distrito Federal. 2023. 199f. Tese (Doutorado em Educação) - Universidade de Brasília, Brasília, 2023.
Abstract:	The research aims to understand the meanings and meanings of teaching work for high school teachers in public schools in the Federal District, against the background of the agenda for reconfiguration and reforms of this stage of basic education. In order to approach the meanings of teaching work constituted by high school teachers, we assume the following specific objectives: to identify studies on high school and teaching work; contextualize secondary education in Brazil, seeking to understand the fundamental social, historical, political and economic elements in the constitution of the senses and meanings of this stage of basic education; and to analyze the meanings and meanings of teaching work for public school teachers in the Federal District. Therefore, this study has historical and dialectical materialism as its theoretical-methodological basis, since starting from the intentionality of apprehending the multiple determinants that constitute teaching work, we understand this as a founding category of the constitution of being a teacher as part of human sociability. In this sense, in the first moment of the research, we carried out the construction of the state of knowledge from a bibliographical review with centrality in three axes of analysis: teaching work, secondary education and meanings. In this way, we present a critical and articulated dialogue with the research found, in order to identify potentialities and limitations on the subject, as well as to expand and strengthen the debate on the analyzed phenomenon. In the second moment, we place secondary education in Brazil by presenting elements of the social, historical, political, and economic context, as well as perspectives of formation for this stage of basic education, with emphasis on some assumptions that guide the Base Nacional Comum Currícular-BNCC and the current high school reform. We discuss how these educational policies can give a new meaning to the work of teachers in this stage of teaching, and we show that the reform of secondary education is not concerned with the integral human formation that allows young people to appropriate historically constructed knowledge and that leads them to an understanding and transformation of reality. On the contrary, there is an overvaluation of the technical-tacit knowledge that enables these young people to carry out some activity in the productive system with competence and skill. These assumptions are loaded with meanings, senses and intentions that reverberate on the teaching work in a significant way. Finally, we analyzed the meanings that were unveiled through the questionnaire and the analysis of interviews with teachers. We start from the premise that the reports of the life and work experiences of teachers, who are historical subjects, allow the construction and deconstruction of pedagogical concepts and practices, in a dialectical and contradictory movement. Therefore, we defend the thesis that the meanings and senses of teaching work permeate through mediations of the socio-historical and economic process of the constitution of secondary education in Brazil and the agenda of reconfiguration of work and reforms of this stage, conflicting with the reality experienced in school every day. Therefore, we point out contradictory meanings immersed in teaching work, which are expressed in dialectical pairs: recognition/denial; valuation/devaluation; resistance/withdrawal; estrangement/emptying of the teaching function and the function of secondary education itself. Such elements highlight the contradiction of the historical movement of being and doing teaching in high school and the need to strengthen initial/continued training as a possibility of collective construction of recognizing oneself as a teacher and teaching worker.
metadata.dc.description.unidade:	Faculdade de Educação (FE)
Description:	Tese (doutorado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2023.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.unb.br, www.ibict.br, www.ndltd.org sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra supracitada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Appears in Collections:	Teses, dissertações e produtos pós-doutorado

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.