“Quem quer saber de professor?”: percepção docente sobre a municipalização do ensino em Porto Velho/RO
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação e Pesquisa
ISSN
1678-4691
Página(s)/e-location
e233168
Idioma(s)
pt
Fonte
Fonte
São Paulo
47
47
Coleções
Resumo
A municipalização do ensino fundamental decorrente da divisão de responsabilidades entre União, estados e municípios foi realizada temporal e processualmente de formas muito distintas nos diferentes municípios brasileiros. O artigo apresenta resultados de pesquisa que analisou a última etapa do processo de municipalização, que se caracterizou pela transferência de escolas da rede estadual para o Município de Porto Velho-RO, incluindo-se os docentes que, contratados pela rede estadual, passaram a ser geridos pela rede municipal. A pesquisa teve por objetivo analisar as percepções das professoras acerca do processo de municipalização do ensino e suas implicações sobre a carreira e o trabalho docente. Participaram da pesquisa 15 professoras das seis escolas da rede estadual que foram transferidas para o Município. Os dados foram produzidos por meio de entrevistas semiestruturadas, anotações em diário de campo e análise dos documentos que regulamentam a municipalização. Os resultados indicam que, embora os discursos oficiais atribuam aos professores o papel de protagonistas nos processos educacionais, na concepção e implementação dessas mudanças, em Porto Velho/RO, não houve envolvimento docente, e os espaços de participação nas escolas não se constituíram em contextos capazes de contribuir para a formação democrática. De acordo com a Psicologia Histórico-Cultural, a ausência de espaços de apropriação da realidade histórica e política interfere na constituição da consciência crítica e altera a essência do trabalho docente, favorecendo a condição de alienação. É o que se observou no contexto analisado.
The municipalization of primary education resulting from the separation of responsibilities between the Union, States, and municipalities was carried out temporally and procedurally in distinct ways in different Brazilian municipalities. We present results of the analysis of the last stage of the municipalization process in Porto Velho/RO, in which schools from the State school system were transferred to the Municipality of Porto Velho/RO, including teachers who, hired by the State school system, were transferred to Municipality’s administration. Our goal is to analyze the teachers’ perceptions about the process of municipalization of teaching activities and its implications on their career and teaching work. Fifteen teachers from six state schools that were transferred to the municipality’s administration participated in the research. The data were produced through semi-structured interviews, notes in a field diary, and analysis of the documents that regulate municipalization. The results indicate that, although the official speeches attribute to teachers the role of protagonists in the educational processes, in the conception and implementation of these changes, in Porto Velho/RO, there was no involvement of the teachers, and the spaces for participation in schools were not constituted in contexts capable of contributing to democratic formation. According to Historical-Cultural Psychology, the absence of spaces for the appropriation of historical and political reality interferes with the constitution of critical awareness and alters the essence of the teacher’s work, favoring the alienation condition.
The municipalization of primary education resulting from the separation of responsibilities between the Union, States, and municipalities was carried out temporally and procedurally in distinct ways in different Brazilian municipalities. We present results of the analysis of the last stage of the municipalization process in Porto Velho/RO, in which schools from the State school system were transferred to the Municipality of Porto Velho/RO, including teachers who, hired by the State school system, were transferred to Municipality’s administration. Our goal is to analyze the teachers’ perceptions about the process of municipalization of teaching activities and its implications on their career and teaching work. Fifteen teachers from six state schools that were transferred to the municipality’s administration participated in the research. The data were produced through semi-structured interviews, notes in a field diary, and analysis of the documents that regulate municipalization. The results indicate that, although the official speeches attribute to teachers the role of protagonists in the educational processes, in the conception and implementation of these changes, in Porto Velho/RO, there was no involvement of the teachers, and the spaces for participation in schools were not constituted in contexts capable of contributing to democratic formation. According to Historical-Cultural Psychology, the absence of spaces for the appropriation of historical and political reality interferes with the constitution of critical awareness and alters the essence of the teacher’s work, favoring the alienation condition.
Descrição
Palavras-chave
Municipalização, Trabalho docente, Participação, Subjetividade, Municipalization, Teacher’s work, Participation, Subjectivity
Citação
OLIVEIRA, Eudeir Barbosa de; ZIBETTI, Marli Lúcia Tonatto. “Quem quer saber de professor?”: percepção docente sobre a municipalização do ensino em Porto Velho/RO. Educação e Pesquisa, São Paulo, v. 47, p. e233168. 2021. https://doi.org/10.1590/S1678-4634202147233168. Disponível em: https://www.scielo.br/j/ep/a/89kYL4wb8dFYk6GLgQ8wbFk/?format=html&lang=pt. Acesso em: 2023-03-10