As condições de trabalho docente do cientista social no ensino médio: um estudo de caso em Goiânia- Goiás
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2015-08-17
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Universidade Federal de Goiás
Resumo
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
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LEMOS, L. S. As condições de trabalho docente do cientista social no ensino médio: um estudo de caso em Goiânia- Goiás. 2015. 155 f. Dissertação (Mestrado em Sociologia) - Universidade Federal de Goiás, Goiânia, 2015.