Trabalho docente na escola pública de Ensino Fundamental: significados e sentidos da atividade de ensinar

Abstract

This research has the main objective understanding the teachers elementary school senses about the teaching activity in public school. We understand the learning activity as the core of the teaching work, ontological principle that built the teacher being social, yours consciousness and personality. As specific objectives we propose to review the current context use of the teaching work in the public school and reflect about the constitution process of teachers' personality, because we consider very important to understand the fact that many teachers, even working on precarious conditions and facing intensifying processes of teaching, remain in the teaching and build not only his career but his life and personality. The theoretical framework of this research is the dialectical historical materialism and the historical-cultural theory. As methodological procedure we conducted interviews with twenty elementary public schools teachers and in Goiânia and seek analyzes them from the analysis methodology of meanings and senses proposal by Aguiar (2012) and Aguiar and others (2006, 2008, 2013 and 2015). The research presents a historical contextualization of the teaching work in public school, where we conducted a study of the work conditions, considering training, professionalism and proletarianization dimensions. Here also a sinthesis of key concepts of cultural-historical theory that help us to understand the meanings that the teachers attribute to teaching activity in public school: experience, activity and personality. The research help us to understanding how relations and contradictions between the working environment in public schools, social meanings and personal senses that teachers attribute to teaching activity, fundamental to overcoming the current training and work conditions in the public schools.