Tempo de trabalho e de ensino: composição da jornada de trabalho dos professores paulistas
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação e Pesquisa
ISSN
1678-4717
Página(s)/e-location
e235807
Idioma(s)
pt
Fonte
Fonte
São Paulo
47
47
Coleções
Resumo
Tendo em vista a dificuldade de se quantificar o tempo efetivamente trabalhado pelos professores, posto que os dados oficiais disponibilizados frequentemente consideram somente o tempo passado em sala de aula, ou o tempo contratual, este texto apresenta resultados de uma pesquisa que analisou a constituição da jornada de trabalho dos professores da rede pública estadual paulista. Buscou-se investigar e problematizar a constituição da jornada de trabalho dos professores dos anos finais do ensino fundamental e ensino médio dessa rede, considerando o tempo em sala de aula e o tempo destinado ao trabalho extraclasse. A pesquisa em questão foi realizada em um município do interior paulista em duas etapas: na primeira, aplicaram-se questionários com professores de trinta escolas. Na segunda, realizou-se um aprofundamento qualitativo dos dados levantados na primeira etapa por meio da realização de entrevistas semiestruturadas com um grupo de treze professores. Os resultados obtidos evidenciam que o tempo de trabalho dos professores é bastante superior ao tempo oficial que sua jornada de trabalho compreende, o que significa que grande parte do tempo destinado ao trabalho extraclasse não é remunerado, embora sirva para a realização de atividades essenciais para atuação dos professores junto aos alunos. Destacou-se, ainda, que os professores que participaram da pesquisa têm ampliado suas jornadas de trabalho para compensar os baixos salários recebidos, o que se soma ainda ao aumento da demanda de trabalho e à desvalorização docente, conforme relatado pelos professores.
Given the difficulty of quantifying how much time teachers actually work, since the official data available often only consider the time spent in the classroom, or the contractual working hours, this paper presents results of a research that analyzed the constitution of the working hours of teachers in the public school system in the state of São Paulo. We investigated and problematized the constitution of the working hours of teachers in the final years of elementary and secondary education in the mentioned school network, considering classroom time and extra-class work time. The research in question was carried out in a city in the countryside of São Paulo in two stages: in the first, questionnaires were applied to teachers from thirty schools. In the second, an in-depth qualitative analysis of the data collected in the first stage was conducted through semi-structured interviews with a group of thirteen teachers. The results obtained show that the working time of teachers is much longer than the official time that their working day consists of, which means that a great deal of the time devoted to extra-class work is unpaid, although it serves to perform essential activities for teachers to work with students. It was also highlighted that the teachers who participated in the survey have expanded their working hours to compensate for the low salaries received, which is also added to the increased work demand and the devaluation of teachers, as reported by them.
Given the difficulty of quantifying how much time teachers actually work, since the official data available often only consider the time spent in the classroom, or the contractual working hours, this paper presents results of a research that analyzed the constitution of the working hours of teachers in the public school system in the state of São Paulo. We investigated and problematized the constitution of the working hours of teachers in the final years of elementary and secondary education in the mentioned school network, considering classroom time and extra-class work time. The research in question was carried out in a city in the countryside of São Paulo in two stages: in the first, questionnaires were applied to teachers from thirty schools. In the second, an in-depth qualitative analysis of the data collected in the first stage was conducted through semi-structured interviews with a group of thirteen teachers. The results obtained show that the working time of teachers is much longer than the official time that their working day consists of, which means that a great deal of the time devoted to extra-class work is unpaid, although it serves to perform essential activities for teachers to work with students. It was also highlighted that the teachers who participated in the survey have expanded their working hours to compensate for the low salaries received, which is also added to the increased work demand and the devaluation of teachers, as reported by them.
Descrição
Palavras-chave
Condições de trabalho docente, Jornada de trabalho docente, Tempo de trabalho, Trabalho extraclasse, Rede pública de ensino paulista, Teaching work conditions, Teaching work hours, Working time, Extracurricular work, São Paulo public education system
Citação
BARBOSA, Andreza; FERNANDES, Maria José da Silva; CUNHA, Renata Cristina Oliveira Barrichelo; AGUIAR, Thiago Borges de. Tempo de trabalho e de ensino: composição da jornada de trabalho dos professores paulistas. Educação e Pesquisa, São Paulo, v. 47, p. e235807. 2021. https://doi.org/10.1590/S1678-4634202147235807. Disponível em: https://www.scielo.br/j/ep/a/CKkcb8c8Jt4wNwhvVsqSptm/?format=html&lang=pt. Acesso em: 2023-03-10