Fazer-se classe trabalhadora docente: a experiência dos/as professores/as da rede estadual de ensino médio do Espírito Santo

Abstract

This research is linked to the doctoral course of the Graduate Program in Education at the Federal University of Espírito Santo (PPGE/UFES), in the field of educational policy, in order to contribute to investigations into teaching work. The critical analysis of Edward Palmer Thompson is adopted as an epistemological perspective, choosing as the object of research the social experience lived and perceived by teachers, which allows us to observe an approximation (or not) of a class condition. This is an exploratory study, with a qualitative research methodology using quantitative data tensioned from theory and subjective data - having as general objective the analysis of the constitution of the teaching category as a working class from a sample of teachers/ those of the state high school network in Espírito Santo. Convenience sampling is adopted, which consists of access to the most accessible teachers to carry out the research. The specific objectives are: 1) to survey the research produced in the field of educational policy on teaching work and, also, studies developed based on the historian Edward Palmer Thompson; 2) to reflect on the effects for the workers/teachers of the changes in the wage society that occurred from the middle of the 20th century and the beginning of the 21st century; 3) to go through, in the form of a synthesis, the historical process of the constitution of teachers as workers; and 4) to investigate the current experiences of a sample of teachers who work in secondary education in the state network of Espírito Santo. The themes for analysis are: ways of life, aspects inherent to teaching work, work relationships, demands and forms of organization and struggle constituted by teachers. For data collection, two instruments are used, which are: a semi-structured interview script and an online questionnaire, which was answered by 204 professors and the interviews were carried out with 12 professors. The thesis is organized into 4 chapters, in addition to the introduction and final remarks. The data confirm that, even under movements that indicate divisions and weaknesses of class consciousness, the teachers in the sample demonstrate a willingness to constitute themselves as a class, as they reflect on their working and living conditions, perceive the precariousness, intensification of teaching work today, recognize the relevance and adhere to the instruments of collective struggle historically constituted by the working class.