As condições de trabalho docente do cientista social no ensino médio: um estudo de caso em Goiânia- Goiás

• Ano de defesa: 2015
• Autor(a) principal: Sobral, Laísse Silva Lemos
• Orientador(a): Martins, Lucinéia Scremin
• Banca de defesa: Martins, Lucinéia Scremin, Freitas, Revalino Antonio, Reses, Erlando da Silva Reses
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Sociologia (FCS)
• Departamento: Faculdade de Ciências Sociais - FCS (RG)
• País: Brasil
• Palavras-chave em Português: Trabalho docente; Ensino médio; Intensificação do trabalho; Reorganização das políticas educacionais
• Palavras-chave em Inglês: Teaching work; High school; Labor intensification; Reorganization of educational policies
• Área do conhecimento CNPq: CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/5869

The purpose of this research was to know the working conditions of the sociologist who joined the state schools in Goiânia between 2009 and 2010, and especially the waivers / outputs of these graduates in social sciences class. We conducted an analysis of the conditions under which occurs the work of teachers (with a degree in social sciences and / or sociology) who teach sociology classes, mapping the causes of the output of this class of work. To achieve the objective, the approach used in this research was the qualitative research method with face-to-face interviews recorded with the consent of respondents. In light of contemporary scholars that address the issue of the working world, as Antunes (2001; 2008), Harvey (2002), Dejours (1992; 2004; 2009), we sought to understand the changes occurring worldwide in the workplace and in particular on the restructuring process that caused numerous consequences for the working process in general. Among these consequences realized the precarious process of the working conditions of workers in general and in specific teachers, subject matter of this work. With the sociology of teaching obligation in high schools from 2008, some graduates in education saw a chance to exercise their profession in teaching. But despite its entry happen via tender - which gives them stability, salary, career plan, among other benefits - these teachers did not stay in the classroom, on the contrary, in a short time there was a large number requests for dismissal or adaptation to other positions and sectors of the public administration of the State of Goiás, indicating the need for further study of this phenomenon. It was found that the new settings in the social world, especially through the so-called neoliberal economic policies imposed on the educational system intensification and precariousness of teaching, based on a business management model that required of teachers on the grounds of meritocracy, efficiency and efficiency. Nevertheless, physical and mental illness, poor infrastructure conditions, lack of social recognition were some of the factors that pushed the output of these classroom professionals. We believe that given the imminent reform of secondary education is increasingly necessary to meet the teacher, their work environment and the defense of an educational policy that actually prioritizes the quality of teaching and working conditions of those who teach